LB 1753 . 16 1900 TE OF INDIANA Copy 1 Outline of Towns h ip Inst it u t e Work ^ ^ Together ^v i t h Programs for Arbor and Bird Day, t. he Announcements for the Teachers' and Young People's Reading Circles and Program of Reci = tations and Study. ^ 0 ^ >^ ^ Issued by the Department of Public Instruction F RAN K L . JON US State Superintendent of Public Instruction 1900 WM. e BURFORB PRINT, IND'PkS. STATE OF INDIANA. OUTLINE Township Institute Work, Together with Pfograms for Arbor and Bird Day, the Announcements for the Teachers* and Young Peqple^s Reading Circles, and Program of Recitations and Study, " ISSUED BY THE DEPARTMENT OP- PUBLIC INSTRUCTION. FRANK L. JONES, State Superintendent of Public Instruction. 1900. WM. B. BURB^RD, PBIMTBB. INDIAKAPOUS. vn u Stuta. INTRODUCTION. The law provides that the County Superintendent "shall hold one preliminary institute in each township in his county, before the opening of the schools for any year, for the purpose of helping the teachers in the organization of their schools and giving any other needed assistance; but instead of holding such preliminary institute in each town- ship, he may hold a joint institute for two or more adjoin- ing school corporations." The joint preliminary institute is recommended for the large counties in order that the County Superintendent may be able to attend all the meetings without unduly prolong- ing the work. All duties for the preliminary institute should be as- signed early by the County Superintendent, that the teach- ers may have sufficient time to make preparation. It is recommended that the Trustee, with the advice and concurrence of the County Superintendent, appoint for the year an experienced and competent teacher to serve as Township Principal, whose duty it shall be to take entire charge of the institute work in the absence of the County Superintendent, serve as Chairman of the Program Com- mittee, and carry out the instructions of the Superintend- ent and Trustee. In preparing the following programs effort is made to follow as nearly as possible the plans of the old outlines. We believe that the Township Institute is one of the strong- est features in our school system, and that radical changes, if thought necessary, would tend to weaken rather than strengthen the work. Carrying out the statement in the preface of last year's outline, we this year present six outlines in school hygiene -3- and related subjects. These are subjects that in the last few years have received much attention. Teachers, school boards and trustees are interested and are making much progress in them. The National Educational Association has offered $1,200 in prizes for essays on School Hygiene. Since the subjects are considered of so much importance by the best educators, every teacher and school official in In- diana should make a careful study of the outlines pre- sented. For 1900-1901 the following scheme of work is presented : i The two books in the Teachers' Beading Circle will be studied during the forenoon sessions throughout the seven institutes. The afternoon sessions will be devoted to the study of hygiene, history, Arbor and Bird Day programs, Reading Circle work, etc. Believing implicitly in the value of the Township Insti- tute as an agency in the education of the teachers of the State, and in its power in the advancement of our educa- tional system, we hope that every teacher in Indiana will enter into the spirit of the work with the determination to make the institute a success. We sincerely hope that your work for the year may be pleasant and profitable. Very truly, FRANK L. JONES, State Superintendent of Public Instruction. May 28, 1900. LAW CONCERNING TOWNSHIP INSTITUTES, 192. School Law. Township Institutes. At least one Saturday in each month during which the public schools may be in progress shall be devoted to township institutes, or model schools for the improvement of teach- ers ; and two Saturdays may be appropriated, at the discre- tion of the Township Trustee of any township. Such in- stitute shall be presided over by a teacher, or other person, designated by the Trustee of the township. The Township Trustee shall specify, in a written contract with each teacher, that such teacher shall attend the full session of each institute contemplated herein, or forfeit one day's wages for every day's absence therefrom, unless such absence shall be occasioned by sickness, or such other reason as may be approved by the Township Trustee, and for each day's attendance at such institute'each teacher shall receive the same wages as for one day's teaching: Provided, That no teacher shall receive such wages unless he or she shall attend the full session of such institute and perform the duty or duties assigned. FIRST (PRELIMINARY) INSTITUTE. PROGRAM. 9 : 30. Opening Exercises. Koll call and organization of Institute. 1. James' Talks on Life's Ideals. Kecitation. Music. 2. Bates' Talks on the Study of Literature. 12:00. NOON. 1 : 00. Music. 3. History. 4. Eound-Table talks. Note. — Inasmuch as the Preliminary Institute partake^ of the nature of general suggestions and recommendation^ relative to the next term of school, it is recommended that, for the benefit of the inexperienced teachers the entire after-i noon session be given to informal round-table discussions of some such subjects as the following, led by the countji superintendent: 1. The First Day in School. 2. Opening and Organization of the School. 3. Classification of Pupils. 4. Program and other topics found under " School Or- ganization" and "School Management," pp. 15-18. It ig not expected that any Institute will discuss all of the topics suggested, but only those that are considered most helpful for the teacher of this Institute. "LIFE'S IDEALS AND TALKS ON PSYCHOLOGY." In studying this book the teachers of Indiana have before them a valuable and interesting subject of investigation. Some of the positions taken are new, and in the old ones the fresh and attractive settings given by the author render them practically new. Even if the teachers do not concur in all of the views held, great benefit will arise from the thoughtful study of them. It is sometimes more valuable to give a candid examination to opinions different from those held by the one studying than it is to give attention to positions in entire harmony with one's thought. It is not at all probable that the teachers of Indiana will fully agree with the advice given on page 222 : " Prepare y^ourself in the subjects so well that it shall be always on tap; then in the class-room trust your spontaneity and fling away all further care." There is certainly no objection to this ample preparation upon the subject. It may be fairly questioned, however, svhether even such full preparation will render unnecessary 3areful daily preparation. The expression quoted peems to issume that knowledge only is the aim of education, and :hat the process in education is what is sometimes spoken )f as " the pouring-in process." There may also be some question as to whether it is lelpful to assume the passive attitude to the full extent •ecommended in Mrs. H. W. Smith's book referred to on >age 202. On page 30 of "The Christian's Secret of a lappy Life," Mrs. Smith says: "By a step of faith we )ut ourselves into the hands of the Divine Potter; by a radual process He makes us into a vessel unto His own :onor." Throughout the whole of Mrs. Smith's illustra- ions the human being is likened to the piece of clay lying assive under the potter's hand. Such a view may well be aought to be too oriental. The same objection, namely, lat the degree of passivity is too great, may also be held ^ncerning the book referred to on page 224. It is alto- ^ther probable, also, that questions will arise concerning le "individualistic philosophy" mentioned on page v of le preface. On this page the author says, "There is no point of view absolutely public and universal." Accordi to the doctrine announced in this quotation, is the aeserti itself universal? Under the thought that such an arrangement will aid interpreting the author's spirit, the chapters on " Some Life's Ideals," extending from pages 199 to 301, are pi sented in the outline before the chapters containing t "Talks to Teachers on Psychology," extending from page to page 196. The outlines have been made somewhat fall. This is n with a view of having each thought of the outline studie but rather that there may be opportunity for selection. The Gospel of Kelaxation (pp. 199-228). Books i ferred to in the chapter : 1. "The Christian's Secret of a Happy Life," 1 Mrs. H. W. Smith. 2. "Power Through Kepose," by Anna P. Call. 3. "As a Matter of Course," by Anna P. Call. 4. " The Practice of the Presence of God," the Be Kuler of a Holy Life, by Brother Lawrence. 1. Bead the chapter as a whole. 2. Examine the following suggestions in the outline : a. The true ideal, serenity, dignity and repose thought, language and action; relaxatio b. The contrasting American ideal. (See p 208-211. Read also ''The Kestless Ener^ of the American People," by Ian Maclare North American Eeview, October, 1899.) (1) The cause, (pp. 212-213). (2) Are inadequate preparation for tl work, and an under-estimation i its difficulty, additional causes? (3) The remedy—the inculcation of love for low voices, c^lm, harmon, dignity, ease, through imitatio (pp. 216-219); and through phj sical training (pp. 204-205 through the adoption of sue ideals as those suggested in " Th V Christian's Secret of a Happ 9 Life," " Power Through Eepose," "As a Matter of Course," " The Practice of the Presence of God " (pp. 202-218; 224-227); through the merely general preparation for teaching a lesson, or for passing an examination, (pp. 222-223.) a. The psychological princi- ples underlying the rem- edy— the emotions, the direct outgrowth of bodi- ly changes (pp. 199-200 ; pp. 202-211); strong feel- ing or reflection about one's planned activities tends to inhibit them, (pp. 219-220.) c. Suggestions and questions on the author's presentation. (1) Observe that the author's discussion reveals an important defect in American life, and one or more appropriate remedies. (pp. 205- 218, at the bottom; and pp. 219-220.) (2) Note carefully the organization of the chapter. (3) Consider the degree of discrimination — in regard to the inhibitive in- fluence of reflection— (pp. 220-221); the special preparation of lessons (p. 222); preparation for examina- tion (p. 223). It is to be noticed, in regard to the advice concerning examinations, that the author rec- ommends the book to be thrown away only the day before the ex- amination— " Fling away the book the day before." (p. 223.) )o the spirit and language of the chapter encourage the objectional American ideal somewhat ? 10 TALKS ON THE STUDY OF LITEKATUEE. Note.— The largest service which this book can be to the teachers of Indiana is to be merely suggestive — as a guide to intelligent reading of good literature. The service, how- ever, must be large if the teacher will read only the illus- trative examples which the author has cited in confirmation of his doctrine. I. The Study of Chapters I and II. a. Chapter I. What Literature Is. 1. Literature is one of the fine arts and must be defined in the light of the general prin ciples of art. 2. The process of definition is the process oi becoming conscious both of the thing de fined and of the nature of the one defining 3. Art is a method of expression, and the par- ticular art is determined by the nature of the material required for expression. 4. Art has its origin in the desire for sympathy i. e., in the desire for oneness of life. 5. Explain how the desire for a friend is the first element in art, 6. Show by illustrative example how art is the embodiment of emotion in permanen form and in a masterly fashion. 7. Discuss the origin of poetry in the light of 6 Note. — Any discussion of the origin of the Epic will be helpful. (See introduction to Gummere's Old English Ballads. Ginn c<' Co.) 8. Emotion is the material with which art deals, a. It must be genuine. (Note illustration on page 11.) 6. It must be impersonal. (How about biography?) c. It must be universal in application. d. It must be wholesome and moral. 11 9; Distinguish between sentiment and senti- mentality.^ 10. How does sincerity tend to enforce unity in literary composition ? (Pages 16 and 17.) 11. How does inconsistency in character draw- ing show lack of sincerity? 12. Note the superficial and insincere life in England in the eighteenth century and note the literature it produced. (See Les- lie Stephen's English Thought in the Eighteenth Century.) 13. The nature of the art of any people or any age grows directly out of the nature of the life of the people or age. b. Chapter II. Literary Expression. 1. Sincerity of life and genuineness of emotion are not enough ; adequate expression must follow else there is no art, 2. The chief difference between the artist and other persons is the ability to adequately express emotion by the use of certain con- ventions. And the arts vary as conven- tions vary. 3. Expressions must be a. Adequate. b. Subordinate. 4. Show how good literary style is essential in literary art. 5. Explain how expression must be subordinate. 6. If technique overshadows the message is the effect intellectual or emotional? 7. Describe the effect upon the reader of books that are literature and books that are not. 8. Can the dividing line be made fast ? Why ? 9. Must the matter of degree in persons be con- sidered as well as degree in books ? Can the literary expert and the novice always agree as to what are the best books? 10. Do most persons decide upon a book by judgment or whim? Explain. 12 11. Show why any definition of art must fall short and be unsatisfactory. 12. Can emotion be defined by intellect ? HISTORY. Note. — The outlines in history are based on "Sidelights on American History," a book on the Y. P. R. C. list this year. (See price-list elsewhere in this Institute outline.) This book should be placed in every school library in the State. I. Declaration of Independence. 1. How does it rank with the other important acts of the Revolution? Why? a. Do we use the words " Revolution " and " Rebellion " correctly ? 2. Love of the colonists for England. a. Shown by the legislatures of various states. b. Shown by Washington's letter. c. Exceptions. 3. Causes that led to independence. a. Cold reception of the " Olive Branch Pe- tition." b. The King's Proclamation. c. The employment of foreign aid. 4. Progress towards independence. a. As influenced by Thomas Paine, Patrick Henry, Samuel Adams. b. Action of Colonies. North Carolina, Vir- ginia, Massachusetts, Rhode Island. c. The Second Continental Congress. (1) Important men from Virginia, Mas- sachusetts, Pennsylvania, etc. (2) The resolution to form State gov- ernments. (3) Resolution of R. H. Lee. (4) Vote of July 2. (5) Adoption of Jefferson's Draft, July 4. (6) Appreciation by the people. 13 II. Framing of the Constitution. 1. Compare the relative importance of the Declara- tion of Independence and the Constitution. 2. Condition of the country after the Kevolution. a. Poverty of Congress. b. Impotence of Congress. c. The peculiar problem to be solved. (1) Mistakes of Greece, Eome. d. The Revolution had put a«ide a common sovereign but had found no efficient sub- stitute. (1) Defects in the Articles of Confed- eration. a. Intro.— Previous attempts at union. b. Operated upon the States in- stead of operating upon the individual. c. No executive or judiciary. d. Method of voting. e. Lack of power to enforce laws. f. No power over commerce. g. No ability to secure taxes. e. Quarrels of States. (1) Jealousy of the small States. (2) Tariff quarrels. (3) Conflicting territorial claims. a. Vermont. h. The Wyoming Valley. f. Proposed solution of troubles. (1) A kingdom. (2) Three republics. (3) Compromises by convention. a. The Annapolis Convention. h. The Philadelphia Convention. (a) Notable men present. (b) Change of purpose of convention. (c) ! [The Three Great Com- promises. 14 1. Between the large and small States as to repre- sentation. 2. Between the free and slave States regard- ing apportion- ment of taxes and represent- atives. 3. Between the commercial and the slave States concern- i n g importa- tion of slaves and control of commerce. (d) Other questions to be settled. 1. Concerning the executive. 2. Concerning the judiciary. (e) Scenes at the signing, g. The Constitution before the people. (1) Attitude of Congress toward the Constitution. (2) Division into Federalists and Anti- Federalists. (3) Katifieation by the States. a. Reluctance of Massachusetts, Virginia, North Carolina and Rhode Island. b. Accompanied by proposed amendments. 15 ROUND-TABLE DISCUSSIONS. |[. School Organization. Note. — See School Management, by Tompkins, Ginn & ;^o., publishers, price 90c., for full discussion of this sub- ect.' 1. Idea. a. Primarily has reference to relation of pu- pils to teacher, and not the relation of pupils to each other. b. '*A school is organized when pupils are classed and graded, and when the move- ment of the whole school is programmed." 2. Classification, meaning of. a. When are pupils classified ? b. Distinguish between grade and class. c. "A class is the result of an organization, and not itself an organization." d. Discuss practicability of individual instruc- tion. e. Advantages of classification. 8. Gradation, meaning of. a. "When is a school graded ? b. Distinguish between classification and gra- dation. c. What is uniformity? Does it necessarily imply gradation ? d. What are some of the dangers of uni- formity ? a. "The first step in gradation is to arrange the elements of subjects into naturally developing series in the experience of the pupil. Certain ideas of the earth, and of all other subjects are adapted to the child in the first period of his course , and, be- cause of the acquired ideas and increased abilities of the first period other ideas are adapted to him in the second period ; and so on to the close of school life." Discuss the above fully. 16 4. Course of study. •• a. "The course of study is the process of teach- ing taken in its entire complexity — the length, breadth, and depth of the educa- tion process." b. Does gradation of pupils assume that a course of study has been developed ? c. Should be carefully studied by the teacher, and the pupils should be familiar with it. d. There should be a rational adherence to the course. 5. Program. a. Importance of. b. Position in room. c. Should show time for study as well as reciting. d. Should be neat and attractive, 6. Seating pupils. a. In grades. b. In respect to recitations. c. In respect to size of children. d. In respect to behavior of children. e. Importance of teacher's control over seat- ing of pupils. (For additional suggestions, see In- diana School Journal for September, 1889, pp. 561-565.) SCHOOL MANAGEMENT. Note.— See School Management, by Tompkins, Ginn & Co., publishers, price 90c., for full discussion of this subject. I. School Management. 1. Idea. 2. Two distinct phases of. i; (See Indiana School Journal, November 1891, pp. 635-638.) 17 3. Importance of having pupil's individual atten- tion on the lesson, a b. c d (See Indiana School Journal, December, 1891, pp. 695-698.) 4. Influence of neatly kept school rooms. 5. " The character of the teacher's whole education appears in his management " of the school. 6. " Machinery " in school management. 7. Leading conditions and means to unity in the class studying : ■ a b c. d. e f (See Indiana School Journal, January, 1892, pp. 12-16.) 8. Law of unity applied to the class reciting : a b c (School Journal, February, 1892, pp. 100- 104, and March, 1892, pp. 153-155.) SCHOOL MANAGEMENT. II. School Management. 1. School punishment. a. "Punishment must be of the nature of the ofiense and proportion to it." b. Object of punishment. c. Failure to distinguish between the pupil's outer deed and his inner spirit, What ? (2) 18 d. What is an offense? (SchoolJournal, April, 1892, pp. 215-217.) e. Punishment is not the application of exter- nal means. Discuss. f. The pupil, in correcting a deed, must see its relation to the school, g. The teacher's real work in inflicting pun- ishment. (School Journal, May, 1892, pp. 277-281.) 2. Cause of many serious difficulties. a. Teacher must keep his personality out of the question. 3. It is the duty of the pupil to report anything that tends to destroy the successful working of the school, a. How may the teacher proceed in order to secure co-operation of pupils? (School Journal, June, 1892, pp. 363-366.) 4. Ethical value of school management. (School Journal, July, 1892, pp. 427-433.) SECOND INSTITUTE. PROGRAM. 9:30. Opening Exercises. Koll-call. 1. Talks on Life's Ideals. Recitation. Music. 2. Talks on the Study of Literature. 12:00. NOON. 1:00. Music. 3. School Hygiene. Recitation. 4. History. Music. 5. Reading Circle work. 3:30. Assignment of Duties. Adjournment. I. TALKS ON LIFE'S IDEALS. On a Certain Blindness in Human Beings, (pp. 229- 264.) Books referred to in the chapter. 1. "The Lantern Bearers," by Robert Louis Stevenson. Essay in a volume entitled "Across the Plains." The essay is also found in Scribner's Magazine, volume III, p. 251. 2. "The Religious Aspect of Philosophy," by Josiah Royce. 3. " De Senacour," Obermann, Lettre XXX. 4. "The Story of Mj Heart," by ]^ichard Jeflferies. -ly- 20 " Crossing Brooklyn Ferry," by Walt Whitman. " Calamus," by Walt Whitman. " Vita," book 2, chapter IV, Benvenuto Cellini. " War and Peace," by Leo Tolstoi. (Of this book the author says on page 279, "Assuredly, the greatest of human novels.") " Idle Days in Patagonia," by W. H. Hudson. Kead carefully the chapter as a whole. Examine, rereading the chapter, the following sugges- tions given in the outline : a. The ideal presented in the chapter— there is in each consciousness a vital secret to which others are blind. This ideal is in harmony with the doctrine of " individualistic philosophy," namely, that truth, beauty and goodness are too varied, too universal, to be realized in any one consciousness; that each individual possesses a partial superiority of insight owing to his special situation and mode of life. (See pref- ace, p. V ; James' Psychology, " Briefer Course," p. 380 and p. 203; James' "The Will to Be- lieve," p. 271.) b. The thoughts tending to explain and establish the above ideal : (1) The feelings a criterion of worth, (p. 229; what the " blindness" is, p. 229.) Feelings for special duties, (pp. 229- 230.) (Note carefully the illustration.) (2) The greater the feeling, the greater the in- sight, (p. 233.) (Examine carefully the North Carolina incident.) (3) Any mode of life awakening eagerness is genuinely significant, (p. 234.) (Note carefully the four modes, and study the illustration under imagination — " The Lantern Bearers.") (4) The effect of a special vocation — the res- cue, (p. 241 ; the insight of duty, pp. 21 241-242; the insight sudden at times and epoch-making, pp. 242-243.) (5) Non-sentient objects often the source of this mystic sense of inner meaning, (p. 243.) (Study carefully the illustrations from the Obermann, from Wordsworth, and from Eichard JefFeries.) (6) The feeling aroused the only test of value. (p. 247.) (7) The effect of practical interests— the res- cue, (p. 247.) (Note the illustration from Walt Whitman, and the reference to Carlyle and Schopenhauer.) (8) The mysterious arousal of the feelings. (p. 254.) (Give close attention to the illustration from Benvenuto Cellini, and to that concerning Peter in " War and Peace.") (9) The occasion or environment is not the source. The capacity to surrender one's self to the environment is the source. (p. 257.) (Note the illustration from Emerson.) (10) Culture, according to the author, dead- ens the responsive sensibilities, (p. 257.) What does lack of culture do? (See Dewey's Psychology, p. 299.) (11) The remedy, (pp. 257-258.) (Make a careful study of the examples given concerning the Indian Chief, of the ex- perience of W. H. Hudson in Pata- gonia, and of the value of experiences similar to those of Mr. Hudson, p. 263.) An estimate of the ideal. (1) Its elements of truth. (2) Its questionable features. The national application the author makes of the ideal. (See last paragraph in preface, pp. v and vi.) 22 2. TALKS ON THE STUDY OF LITERATURE. 11. The Study of Chapters III, IV and V. 1. Chapter III. The Study of Literature. a. Distinguish between what the author means by study and what is commonly meant by reading literature. b. Define the authorjs idea of experiencing literature. c. Is not the value of literature measured by the degree in which it is actually ex- perienced ? d. Could we read many books in a short time by this plan ? Read much, not many. e. Is it possible for an ordinary individual to experience all that is portrayed in a good book of 300 pages in a few hours? f. Three gains from the study of literature : (1) Pleasure. (2) Social culture. (3) Knowledge of life. g. Define (1) as the author does and discuss it fully, h. What different views may be taken of the meaning of the word pleasure as used in this relation. ' i. Define (2) as the author views it. j. Do our larger and more necessary interests in social affairs make this plan of literary study more desirable now than ever be- fore? Why? (See article: "Mere Lit- erature," by Woodrow Wilson, in Atlan- tic Monthly, December, 1893.) 2. Chapter IV. a. In this chapter we come to (3) under f in Chapter III — Knowledge of Life. b. In what sense is (3) of greater importance than (1) and (2)? 23 c. Explain the sentence on page 46, " Litera- ture is the inventory of the heritage of humanity." d. Discuss, with illustrative examples drawn from literature, this proposition : Lit- erature is one of the embodiments of the record of life. e. Show how books reveal ourselves to our- selves. What power is required on the part of the reader to make this true? f. Explain the quotation from Emerson, p. 48. g. Is fellow-feeling the basis of inspiration ? How does the speaker inspire his audi- ence or an audience inspire the speaker? On what condition is a book inspiring? h. Identity of feeling is a relief, especially in cases of grief or misery, i. The twofold office of literature ? p. 5L Il- lustrate this fact from books you have read, j. Show how the banquet of Tantalus illus- trates the author's idea, k. Effect of the contrasts of actual life with that portrayed in literature ? 1. How will the culture of imagination add to the possibilities of life ? m. Does literature fall short of reality chiefly because of our lack of imaginative power ? n. If active progressive life requires less read- ing than is required by monotonous life explain why. o. In what sense is literature a mirror of life ? p. Practical effects of life portrayed in litera- ture. 3. Chapter V. False Methods. a. Account for the vagueness of thought of many persons. 24 b. Is the thouglit of most persons more vague and nebulous concerning literature than about other subjects of study? Why? c- Define what the author means by assimila- tion and show why reading should be done slowly. d. What is commonly meant by an obscure book? e. Explain: "As print grows cheap, thinkers grow scarce." f. Whom does the author class as gossip mongers ? This is a disease of authors and pub- lishers, as well as of readers. Probably the most sacrilegious act in recent times in this line is the publication of the love letters of Eobert and Elizabeth Barrett Browning by their son. g. The study of biography is not the study of literature, and is a hindrance, not a help to literature. h. Even the history of literature is not litera- ture, though it is frequently helpful. i. Who are the gypsy moths of literature? Why so termed ? j. "Genuine emotion is born of genuine conviction," therefore the student must be familiar with literature before he feels its fine emotions. Knowledge about literature will not suffice. 3. SCHOOL HYGIENE. General Principles or Hygiene as Kelated to Ventilation. 1. The necessity of pure air. 2. Analysis of air. 3. What impurities are found in the air of un- ventilated school rooms ? Carbon dioxide not the most poisonous element in impure air. 25 4. Effects of breathing impure air— stupor, head- aches, diseases of the lungs, dyspepsia, nervous affections. Effects on work of pupils, on their behavior. New York Health Board attributes 40 per cent, of deaths to breathing impure air. 5. Financial waste in neglecting to ventilate properly. II. Keferences. 1. Ventilation of School Buildings (Morrison), D. Appleton & Co., Chicago. 2. Sanitation and Decoration (Burrage and Bailey), D. C. Heath & Co., Chicago. 3. School Hygiene (Kotelmann), C. W. Bardeen, Syracuse, N. Y. 4. School Physiologies. Each township should provide itself with one of the books indicated in 1, 2 and 3. The Township Trustee should pur- chase the book, or the Township Institute could vote a do- nation of ten cents each and one of the books purchased. The teacher who is assigned the work under this outline during any'given month should have the book as the basis for his paper, from whom it should be passed to the teacher having the assignment for the following month, and so on to the last institute. This will enable each teacher to have the book during one month, unless there be too many teach- ers in the township. The Ventilation of School Buildings by Morrison is the most satisfactory book for Uiis purpose, and at the same time the most inexpensive. 4. HISTOKY. I. The Inauguration op Washington. 1. The Unanimous Election. 2. Washington's preferences. 3. Tardiness of inauguration ceremonies. 4. The Triumphal March. a. Welcome at Philadelphia, Trenton, etc. b. Welcome at New York. (1) Ceremonies of the inauguration. 26 II. The Alien and Sedition Laws. 1. In what respect important? 2. Political Parties One Hundred Years Ago. a. The Eepublican Party. (1) Its doctrines. (2) Stand of Jefferson. b. The Federal Party. (1) Its doctrines. (2) Stand of Hamilton. (3) Folly of Federal Party. a. Previous popularity over X Y Z matter. b. Unpopular laws. (a) House and slave tax laws. (b) The Alien Law. 1. Contents. 2. Aim. 3. Opposition ground- ed on what? (c) Sedition Law. 1. Contents. 2. Grounds of opposi- tion. 3. Operation of Sedi- tion Law. a. Matthew * Lynn, c. The Kentucky and Virginia Resolutions. (1) Contents. (2) Started what question ? (3) Influence. III. Fulton and the Steamboat. 1. Fulton's Predecessors. a. James Watt. b. William Henry. c. James Rumsey. d. John Fitch. 27 Era of industrial revolution due to steam. a. Kobert Fulton. (1) Early life. (2) Fulton abroad. Turns to inventions. (3) The Steamboat. a. First attempts. b. The Clermont on the Hudson. c. Success. 5. INDIANA YOUNG PEOPLE'S READING CIRCLE. (From Last Year's Outline.) Discuss the Following : 1. Its purpose is to create and cultivate a desire for good reading. a. Why should this be done? b. How should it do this? c. What results will follow if properly done ? d. What success have you had in this work? How did you accomplish your work? e. Give other suggestions that may occur to you. 2. How create an interest in the work ? a. Among your pupils? b. Among the patrons ? c. State what you have done, and with what success. 3. • How may the books be secured? a. Is there any advantage in securing the co- operation of pupils in the purchase of the books? What? Does the feeling of part ownership in books influence the children? How? b. What is the effect of "penny collections"? When they are made, do the pennies come from the savings of the children, or are they presents from parents? Which would you prefer ? Why ? 28 c. What do you think of the plan of raising money by giving literary entertain- ments ? Give reasons. d. Would an entertainment on the evening of "Arbor Day," " Patriotic Day " or " In- diana Day " with small fee be advisable? e. Which can you do the most good with, a set of reading circle books, or a set of reading or number charts? Give rea- sons for your answer. How do the most good with the books when in the schoolroom ? a. Should the books always be in the school- room during school hours? Why? b. What results do you expect to accomplish with the books? c. Care of books. (1) Has this topic any value save the fact that the books will last longer when they are properly cared for ? If so, what is it ? Explain fully. d. Certificate of membership. (1) How secured ? (2) Value of. e. Diploma. (1) How secured. (2) Value of. THIRD INSTITUTE, PROGRAM. 9 : 30. Opening Exercis^es. Roll Call. 1. Talks on Life's Ideals. Eecitation. Music. 2. Talks on the Study of Literature. 12:00. NOON. 1:00. Music. 3. School Hygiene. Recitation. 4. History. Music. 3:30. Assignment of Duties. Adjournment. 1. TALKS ON LIFE'S IDEALS. I. What Makes a Life Significant? (pp. 265-301). Books referred to : 1. " My Confession," by Leo Tolstoi. 2. " War and Peace," by Leo Tolstoi. 3. "Crossing the Plains," by Robert Louis Stevenson. 4. ''Sermons," fifth series, by Phillips Brooks. 5. "Essays by a Barrister," by Fitz- James Stephen. 1. Read the chapter as a whole. 2. Examine, re-reading the chapter, the following suggestions given in the outline : a. The ideal set forth in th« chapter — a life is made significant through the unity of 30 the virtues of courage, kindliness, pa- tience and endurance, with inner joy and a true ideal. (1) The need of a principle to render tolerance less chaotic (pp. 265- 268). Under this is to be noted a new statement of the blind- ness to the inner life of others (p. 265); the practical impor- tance of this (pp. 265-266) ; the example (pp. 266-268) ; the no- tion that while the blindness must in large measure remain, the sense of blindness will lead to caution, to toleration (p. 268). (2) The search for a principle to free toleration from chaos (pp. 268- 296). a. In the form of personal reminiscences (pp. 268- 279). Under this is to be noticed the reference to society at Chautau- qua; its defect; the ap- parent absence of hero- ism in the world (pp. 273-274) ; the discovery of heroism in the labor- ing classes, and the in- ference that in them only is found the sig- nificance of life (pp. 274-285). (Under the question of heroism, one will be interested in the editorial in the Indian- apolis Journal of April 1, 1900, on "Unrecog- nized Heroism.") 31 b. In an impersonal form (pp. 279-296). Under this notice the views of Tolstoi and of Steven- son (pp. 279-283); the question as to the truth of the inferences made above by the author, and as to the position of Tolstoi and Steven- son (pp. 283-285); the experiment of Walter Wyckoff (pp. 285-289) ; the view of Phillips Brooks as to the value of poverty (pp. 289- 290) ; the answer which the author finally makes : " The laborer's life is not fully dgnifi- cant, because it lacks a high ideal in unity with its courage and fidelity" (p. 291). (3) What the principle is: an emo- tional attitude involving inner joy (emotional) ; courage and endurance (volitional); and a high ideal (intellectual). Un- der this is to be noted : a. The nature of an ideal (pp. 292-293) created by the intellect ; marked by novelty; relative ; possessed by every one; of different degrees; multiplied by educa- tion ; insufficient in it- self to render life sig- nificant. 32 6. That the significance of life arises from a unity of an ideal involving progress, With the vir- tues (p. 294). Under this is to b8 noticed that the greater of the two is the virtue, " The simple faithfulness to his life " (p. 295) ; the purpose of ''All this beating 'and tacking" (p. 295); that the conclusion is a real one, although vague (p. 296). There is to be ex- amined next the gain arising from the process of reaching the conclu- sion (p. 296). First, the reader has become more fully aware of "The depths of worth in alien lives"; second, more fully possessed of a standard for deciding a significance of other lives; third, more fully developed in imagina- tion ; fourth, more fully aware of the grounds for humility, tolerance, rev- erence and love for oth- ers; fifth, more fully possessed of an inner joyfulness at the idea of the increased importance of common lives. (4) Practical illustrations of the prin- ciple (pp. 297-301). 33 a. The labor question (pp. 297-298). Examine in connection witL this the following questions : In what does the difficulty in the labor problem rest? Can a new and better equilibrium, a new distribution of wealth, make a " genuine vital difference"? Is not " The solid meaning of life always the same eternal thing," the unity of ' " Some attainable ideal with vitality, cour- age and endurance " ? 6. The illustration of cross- ing the seas (pp. 299- 300). " (5) The principle re-stated (pp. 300- 301). a. In what sense has the world no progress, no real history? What is the relation of changing conditions to ideals ? 6. Explain the sentence be- ginning with " There are compensations" (p. 301). c. The effect of really and truly believing this (p. 301). 2. TALKS ON THE STUDY OF LITERATUEE. III. Study of Chapters VI and VII. 1. Chapter VI. Methods of Study. a. The study of literature is the study of "The adequate exprea«ions of genuine m 34 emotion ; " note the two elements expres- sion and emotion. b. Shall the ordinary reader test each new book or read what the world has tested and decided upon ? c. Enjoyment must accompany the reading. d. The reader may enjoy now what he once could not enjoy, or he may have ceased to enjoy what he once enjoyed. Explain why this is true, e.* The reward can not be greater than the ef- fort; but the power of effort must be cultivated. f. Have you ever found a person who has read many books who yet seems not to appre- ciate what he has read or who is not able to make any application of his reading ? What is the defect ? g. Distinguish and illustrate between appre- hend and comprehend. h. What is the danger of reading meanings into an author which he did not have in mind? i. How can a knowledge of the times of a lit- erary composition aid our comprehen- sion ? j. What is the danger of over-editing a piece of literature? k. " The power of producing an effect as a whole is one of the tests of art." Does this principle determine how we shall study literature? The nature of text- books ? 1. Cultivate power to grasp work of art as a whole, m. Many readings of a selection are good if each is fresh and not warped by precon- ceptions. n. Value of sympathy of reader with author ? 35 o. How do editors' notes interfere with in- spiration? p. Keverence must be the attitude of mind of the reader if he is to gain the insight of the author. 2. Chapter VII. The Langmige of Literature. a. Art Conventions vary ; (1) With the art. (2) With the race or nation. (3) Somewhat with the times. (4) Somewhat with the object in view. (5) Somewhat with the faculty of mind in use. b. Meaning of language as stated by defini- tion? c. Meaning of language as implied (John III, 3 and 4). d. Imaginative writing is done by suggestive language, e. Dictionary definition largely useless in literature. f. Explain the danger of fossil similes ; cheap literature is filled with them. g. It would be well for each to bring words, phrases and clauses which suggest and imply much, h. To read literature well one should be fa- miliar with : (1) The English Bible. (2) All mythology. (3) History. (4) Folk Lore. (5) Other literature. i. Language is essential to a comprehension but as a means not an end. So gram- mar notes are useless in literary study. (See Barrett Wendell's chapter on words in his " Engli»h Composition.") 36 3. SCHOOL HYGIENE. I. Ventilation — Continued. 1. The proper degree of moisture in the air. 2. The degree of humidity. 3. Amounts of moisture in the out- door air at dif- ferent temperatures, e. g., 80° Fahr., 70° Fahr., 50° Fahr., 32° Fahr., etc. 4. If out-door air at a temperature of 20° Fahr. is heated in the schoolroom to 70° without adding moisture to it, it is seven times as dry — i. e. its capacity to absorb moisture has become seven times as great as before — the air becomes thirsty therefore, and thus makes evaporation from the skin and mucous membrane too rapid. What effect has this on the child? The furni- ture ? The building? How remedied ? 5. The amount of air required per pupil each hour. 6. How long will the fresh air in your schoolroom last, taking into consideration your average daily attendance, provided there are no means of bringing into the room a fresh current of air? How many times per hour, thereiore, should the air be wholly renewed to asfure perfect ventilation? 7. Natural ventilation depends upon the fact that heated air is. lighter and rises. What is artifi- cial or mechanical ventilation, and how is it accomplished ? 8. Can perfect ventilation be secured by natural means? II. References. See outline for First Institute. 4. HISTORY. I. The Levtis and Clarkb Expedition. 1. The place of explorers in civilization. 2. Originator of the idea; aim of the expedition. a. Appointment of Lewis and Clarke. 37 b. Preparations. c. The march. (1) Relations with the Indians. (2) Route followed. (3) Incidents of the journey. A. Results of this expedition. II. Conspiracy of Aaron Burr. 1. Extenuation of Burr's conduct. a. Burr should be judged by the standard of his own tim^s. b. Expected separation of the East and West. 2. Character of Burr. 3. Quarrel and duel with Hamilton. 4. Removal to the West. 5. The Great Conspiracy. a. The plan. b. Relations with General Wilkinson. c. Relations with England. d. Relations with the Blennerhassetts. 6. The arrest and trial. a. The proclamation. b. Wilkinson's conduct. c. The arrest. d. The trial. (1) Grounds for acquittal. 7. Theodosia and Burr's later life. FOURTH INSTITUTE. PROGRAM. 9:30. Opening Exercises. Roll Call. 1. Talks on Life's Ideals. Eecitation. Music. 2. Talks on the Study of Literature. 12:00. NOON. 1:00. Music. 3. School Hygiene. Recitation. 4. History. Music. 3:30. Assignment of Duties. Adjournment. 1. TALKS ON LIFE'S IDEALS. Read as a whole, and study carefully, each of the follow- ing chapters. I. The Chapter on "Psychology and the Teaching Art." (pp. 3-14.) 1. The thoughts presented : a. Only the fundamental conceptions of psy- chology are of real value to the teacher. b. Definite programs, and schemes and methods of instruction for immediate schoolroom use, can not be deduced from the science of the mind's laws. c. Psychology is a science and teaching is an art, hence an intermediary inventive mind is needed to apply psychology to teaching. -38- 39 d. The particular thing a teacher must do is left exclusively to his own genius. e. Pedagogics and psychology run along side by side, and the former is not derived in any sense from the latter. The two are congruent, but neither is subordinate. f. Teaching must agree with psychology, but need not necessarily be the only kind of teaching that would so agree. g. To know psychology is absolutely no guar- antee that one shall be a good teacher. h. Psychology has, however, a negative use. (See pp. 10-11.) i. The teacher's attitude toward the child is concrete and ethical, and is hence posi- tively opposed to the psychological ob- server's, which is abstract and analytic. 2. Questions occurring to the student of the chapter. a. Is not any psychological knowledge of real value to the teacher, even "refinements of introspective detail"? (p. 7.) b. Can definite programs, schemes and methods of instruction be deduced in igno- rance of the science of the mind's laws? Can they be deduced from a knowledge of the branches of study, only? c. Is not teaching a science as well as an art? Does not the science of education include as one of its factors the psychological pro- cesses of the child and of the mature person, as well as the aims of life and the essential characteristics of the branches of study? If psychology, that is, if the pro- cesses of the learning mind are not an element in the science of pedagogy, can psychology be "applied" to teaching? d. Does not the particular thing which the teacher is to do, ^always relate to the present condition of the child's mind, to the more developed condition into which 40 he is to arise, and to his process in reach- ing the more developed condition ? Could the problem be left, then, exclusively to the teacher's own genius, unless the word genius is used to mean insight into the mental nature of the child? If pedagogics and psychology merely run along side by side, can psychology have anything to do with pedagogy? Can pedagogy be controlled by any outside thing which is to be merely " applied " to it? Is not the process in the science of pedagogy controlled by elements found within that science itself? Should it be held that teaching must agree with psychology, considered as a general science merely? Is it not the meaning that teaching must agree with the pro- cesses required in the child's develop- ment in any concrete case? Teaching al- ways implies a weakness, a definite lim- itation in the child. In such case is there not one definite mode of teaching best adapted to the difficulty? It is said that " To know psychology is ab- solutely no guarantee that one shall be a good teacher." Is it the guarantee to good teaching to know the branches of study only? Does not good teaching rest upon a knowledge of all the factors in the science of pedagogy, and upon thoughtful experience through a considerable period? If, however, psychology is something out- side of pedagogy, it could not very well be a guarantee to good teaching. . It is to be noticed that Prof. Miinsterberg (p. 13) says: "The teacher's attitude toward the child, being concrete and ethical, is positively opposed to the psychological observer's, which is abstract 41 and analytic." Is not the main weak- ness in teaching found in ihie habit of ap- proaching the child as merely a concrete being ? The teacher himself as a concrete worker, deals with the child as a concrete existence ; therefore inattention, for ex- ample, is always merely inattention. The teacher should have the analytic power to discover the inattention, to distinguish it from its cause, and to distinguish the cause of this inattention from other causes which inattention may have at other times. He must also have the analytic power to distinguish the processes which the child is to enter upon in this case from the processes required in other cases of inattention. Should not the teacher have the power to know the child as con- crete in the somewhat indistinct way he would naturally know him at first, then to analyze his condition and processes and finally think of him again as concrete in the more clear and intelligent way? Should not all of this be the foundation of his skillful teaching in any given case? tl. The Chapter on " The Stream of Consciousness." (pp. 15-21.) 1. What is the advantage to the teacher in know- ing that " We have fields of consciousness," and that "The concrete fields are always complex"? (p. 17.) 2. Why is the distinction expressed by "focal object " and " marginal object " a very im- portant one? (pp. 18-21.) II. The Chapter on " The Child as a Behaving Or- ganism." (pp. 22-28.) J 1. What impression do the following statements tend to produce : 42 a. " Whatever of transmundane, metaphysi- cal insight or of practically inapplica- ble aesthetic perception or ethical sen- timent we may carry in our interiors might at this rate be regarded as only part of the incidental excess of func- tion that necessarily accompanies the working of every complex machine." (p. 24.) b. "Third, those very functions of the mind that do not refer directly to this world's environment, the ethical Utopias, aes- thetic visions, insights into eternal truth, and fanciful logical combina- tions, could never be carried on at all by a human individual, unless the mind that produced them in him were also able to produce more practically useful products. The latter are thus the more essential, or at least the more primordial results." (p. 26.) c. "Fourth, the inessential 'unpractical' activities are themselves far more con- nected with our behavior and our adap- tation to the environment than at jfirst sight might appear." 2. What is your general estimate upon the thought of the chapter ? 3. Indicate the educational worth of the doctrine of the chapter. IV. The Chapter on "Education and Behavior." 1. Notice especially the valuable thought of edu- cation given in the first paragraph, on p. 29. 2. What is "The biological conception of mind"? (p. 31.) a. Does this view imply that the mind itself is not an end in life? 3. Does the result sought for in Germany— "An efficient instrument of research " — appear to you to be satisfactory? 43 2. TALKS ON THE STUDY OF LITEKATUEE. IV. The Study of Chapters VIII, IX and X. 1. Chapter VIII. The Intangible Language. Note. — This doubtless is the most difficult as well as the most important chapter in this series of extraordinary chapters either to outline in any formal fashion or even to ask questions upon which shall lead to any valu- able insight. The most essential and most valuable part of all literary study is that phase which most of all needs creative power both to use and to comprehend and appreciate when properly used. The one who is so fortunate as to in- stinctively see and feel this use of language is surprised that there are any who can not see it and find themselves unable to explain what is to them so perfectly apparent. On the contrary, those who by nature do not possess this "vision," who do not see what the dictionary can not explain and who believe that words can be fully and wholly defined, at once disbelieve that words possess such contents as their more fortunate friends declare, and are ready to say it is all ^imagination ;^^ that is precisely what it is, but many are unable to see beyond the dictionary and die not only unbelievers but disbelievers, and declare that poetry is a fad, or the product and the food of abnormal minds. For neither of these two classes can the study of literature do much; one does not need its culture and the other finds it impos- sible to be exercised and therefore helped by the culture which literature has to offer. This difficulty led Jesus to be misunderstood and led Emerson to say that our churches are founded on figures of speech. 44 But there is a great middle class between those two extremes which includes a large portion of humanity, and which is the hope of our race in the study of the arts and to whom the study of literature can be made to appeal and whose lives will be broadened and deepened by every presentation of real art. This middle class is made of those per- sons who by instinct see but little of the sig- nificance of " Intangible Language," but who by judicious assistance will find it a great source of life. Many can be led to compre- hend what they at first saw either faintly or not at all. a. I would suggest that teachers first inter- pret and appreciate the excellent exam- ples collected here by the author, and follow this by e^ch selecting from good literature a few other marked exam- ples that say little and imply much. b. Don't do what the author enumerates as possible on the latter half of page 116. If you should do these things don't call the labor the study of literature. (See again Woodrow Wilson's article in the Atlantic Monthly.) c. No author can give you ready-made beau- tiful imagery that produces life, but he can give the suggestion and your own creative imagination must do the rest. You must create to enjoy. d. Kead sympathetically and imaginatively. e. Every one who reads literature must feel how useless a dictionary alone is by feeling so much more in many words than is possible for a dictionary to give. 2. Chapter IX. The Classics. a. Classics not well defined. b. Popularly speaking, was the friend cor- rect in his estimates of the classics ? 45 c. Are classics to be measured by popu- larity ? Do large numbers of students make a good school ? d. We expect the cultured to know the classics. Is this a reason why they are not popular? Do really great and popular become synonymous? Do the more vulgar confess to a love for classics because they do represent high culture? Or shall we modify our view of classics ? e. Classics are (1) Not necessarily the antique. (2) Those works which have received the suffrages of generations. (3) Those writings which have con- tinuously pleased and moved mankind. (4) Fundamentally serious, grave, sin- cere, not sad. f. Interests of a book. (1) Temporary (Timely), (2) Permanent (Classic). g. The permanent value is the literary value, because it touches the emotions whieh are eternal in the human race. h. What is and what is not literature is de- termined by the permanency as well as the height of its emotional power. i. Classic and popular must not be con- founded. Once a classic always so. Suddenly popular seldom a classic. j. Great classics have never been popular as measured by the whole body of the people. 46 k. "Forswear ephemeral literature and bring an untarnished mind to the read- ing of the classics." Chapter X. The Value of the Classics. a. "Natural inclination of ordinary man not toward imaginative literature." What is implied in this as to culti- vation? b. Eeasons for the study of the classics espe- cially. ( 1 ) " For the understanding of literary language." Use dictionaries as a last resort. (2) " For childhood, youth and growth of literary art." (3) " Freshness and conviction of ex- pression." This fact will be best appre- ciated if you will recall how the fine spiritual and life-giving texts of the Bible have been used by soulless theologians until they have become mean- ingless. (4) "For the persuasion and vivid- ness of first discovery which impart to the folk-song its charm and force." (5) Full of sentiment, free from senti- mentality. (6) Freedom from morbidity, which follows sentimentality, but char- acterized by a wholesome sanity. (7) From these we get our standards of right literary judgment and criticism. (8) Standards of life. The end to be gained from the study of literature as of all other 47 studies is life. " For wise, whole- some and comprehensive living there is no better aid than a fa- miliar, intimate, sympathetic knowledge of the classics." 3. SCHOOL HYGIENE. Ventilation — Continued . 1. What should be the size of flues admitting fresh air for 45 children? 2. What is an aspirating chimney? How should chimneys be built? Ventilation by Windows and Doors. 1. What are the inconveniences? 2. What mechanical appliances may be made with- out much expense to assist in ventilating such buildings? Make a careful study of this. .3. Should windows be lowered from the top or raised from the bottom, or either? Why? When? 4. The proper temperature of a room. 5. What are some of the cheap, yet modern, appli- ances for securing better ventilation. Keferences. See outline for First Institute. 4. HISTORY. The Missouri Compro:^iise. 1. Importance of the subject. 2. Slavery during the Colonial Period. a. Slavery a stage in civilization. b. Fostered by the Mother Country. c. Beginning of colonial opposition. d. Colonial position in 1776. 3. The Ordinance of 1787 in reference to slavery. 4. The proposed ordinance of 1784. 5. The slave trade. 48 6. Slavery under the Constitution. a. A subject of one of the compromises. b. Prohibition of slave trade. c. Effect of the cotton-gin and the Louisiana Purchase. 7. Proposition to admit Missouri as a slave State. a. Significance. b. Awakening of people on the subject. c. Arguments in favor of admission. d. The Sixteenth Congress. (1) Action of the House. (2) Action of the Senate. (3) Maine as a means of compromise. (4) I'urther concession as to Louisiana Purchase. 8. What was won or settled by this compromise ? II. The Monroe Doctrine. 1. General nature of Monroe's presidency. 2. The foreign policy of Washington's Farewell Address. 3. Policy of the Holy Alliance. 4. Attitude of England thereto. 5. Monroe's message to Congress. 6. The Monroe Doctrine in operation. a. The Panama Congress. b. The Oregon boundary. c. Yucatan. d. The Isthmian Canal. e. Cuba. f. Mexico. g. Venezuela. 7. Kemarks on the Monroe Doctrine. a. The twofold object. b. Position in international law. c. Its status — not a law but an attitude. FIFTH INSTITUTE. PROGRAM. 9:30. Opening Exercises. Koll Call. 1. Talk on Life's Ideals. Eecitation. Music. 2. Talks on the Study of Literature. 12:00. NOON. 1 : 00. Music. 3. School Hygiene. Eecitation. 4. History. Music. 3 : 30. Assignment of Duties. Adjournment. 1. TALKS ON LIFE'S IDEALS. I. The Chapter on "The Necessity of Reactions."- (pp. 33-37.) 1. The general principle of the chapter. a. Note all the different things included under "Eeactions." b. The value of manual training, (pp. 35-36.) c. For an excellent statement of the psychology of manual training, examine " The Psy- chology of Manual Training," by Dr. William T. Harris. (A report presented to the National Educational Association, at Nashville, Tenn. This report can be obtained in pamphlet form by vrriting to ' the Commissioner of Educatioo, Washing- ton, D. C.) (4) -49- 50 d. In order to understand the Swedish Sloyd System, examine the following : Hand-Book of Sloyd, by Otto Salomon, published by Silver, Burdett & Co., Chicago. II. The Chapter on " Native " Eeactions and Ac- quired Keactions." (pp. 38-44.) 1. Compare the definitions of education given in the first paragraph (p. 38) with other defini- tions familiar to you. 2. Explain the sentences in italics, (pp. 38-39.) 3. The importance of understanding the impulses and instincts of childhood. (See James' Psy- chology, " Briefer Course," chapter 25.) III. The Chapter on "What Native Eeactions Are." (pp. 45-63.) 1. Show the gain to the teacher arising from the thoughts presented on pp. 46 and 47. 2. To understand more fully the expression be- ginning "But when the theoretic instinct," examine the chapter on Habit in James' Psy- chology, " Briefer Course," pp. 134-150. 3. On "Imitation," (See Psychology, by John Dewey, p. 352.) Mental Development in the Child and the Eace, by J. Mark Baldwin, pp. 81-91; 91- 103; 291-366. See by the same author, Social and Ethical Interpretations in Men- tal Development, pp. 7-123. 4. What is your estimate on the paragraph at the close of p. 49? On Eousseau's position? (pp. 51-53). On the author's view? (pp. 54, 55). 5. Enumerate the different ways in which the "impulses for collecting" (see pp. 56-58) may be stimulated and satisfied in a country school. 6. Give an estimate on the thought presented by the author concerning " Constructiveness." (pp. 58-60.) 51 a. Under constructiveness see A Study of Child Nature, by Elizabeth Harrison, pp. 183-207, published by the Chicago Kindergarten College, 10 Van Buren St., Chicago. 7. The transitoriness of instincts. a. Examine carefully the text. (pp. 60-62.) b. See James' Psychology, " Briefer Course." (pp. 399-404.) c. See article by Spalding, in Macmillan's Magazine for February, 1873. (p. 287.) 8. Explain the paragraph beginning with " Ee- epect, then." (p. 62.) 2. TALKS ON THE STUDY OF LITERATURE. 7. The Study of Chapters XI, XII and XIII. 1. Chapter XL The Greater Classics. *a. The study of the Bible as Literature. (1) Difficulties in the way of a liter- ary study of the Bible. a. The view that the Bible is sacred to religion alone makes any other than a religious use of the Bible sacrilegious. 6. The fact that the Bible • has been so long consid- ered merely a religious guide drives many op- positely inclined to hold it useless for all good purposes, c. All of us have so been ac- customed to hear such lifeless interpretations placed upon it, to hear See the Bible as Literature by Moulton and other writers. 52 it used merely in dis putation, that it is now! difficult, if not impossi- ble, for us to come to it with fresh and vigorous minds free from precon- ceptions. (2) Points of distinct merit. a. Dignity. b. Sincere conviction. c. Imaginative emotion. d. Almost every type of liter- ary composition. • (3) As to whether the old version or the Eevised Version is the better there is difference of * opinion. b. Homer in English Translation (Bryant's translation good). c. Dante in English Translation (Prose prob- ably the better). d. Chaucer. Easy to read in the original. e. Shakespere. Don't read commentaries. 2. Chapter XII. Contemporary Literature. a. Books. (1) The unity of all literature must be clearly seen before one can appre- ciate literary art. (2) Difficult to distinguish between that of genuine merit and that which is temporarily popular. The best single guide is the fact that the classics are never read by the mass of readers. Sudden popularity has almost invariably meant early death. (3) Standards deduced from the classics must measure the contemporary. See Literary Study of the Bible, Moulton, 53 (4) Sentimental likely to be popular, never permanent. (5) Can not neglect contemporary lit- erature without falling out with our time8. (6) Mere temporary interest, either po- litical or social or religious, en- gross us so we fail to look for those elements which give perma- nent and classic value. (7) If a work express true human emo- tion adequately there is per- manency. (8) Value of real literary judgment now, because of the great number of books coming from the press. b. Periodicals. (1) Newspaper. a. Effect of such reading upon our ability and tendency to read the more valuable books. 6. Faithful reader of the Sun- day newspaper is hopeless. (2) Magazines. a. More dangerous because looked upon as more digni- fied and less sensational. b. Newspapers and magazines both purely business ven- tures. Literature can not be made to order; it is spontaneous. c. Since publishing has become a business we must have much literature made to order and therefore not genuine literature, but a measured task for so much money. 54 Chapter XIII. New Books and Old. a. "Timeliness" as an element in determining the value of a new book. b. How far shall we be influenced by advertise- ment? c. How lar by criticism when the critical journal is published by the publisher of the book criticised? d. New schools of literature — sensationalism revamped. ^ e. Novelty not the test of value, truth only is the test. f. How does a sense of humor save Americans from the extravagances of Europeans ? g. Instantaneous effect likely sensational. h. Real value of a book the genuine delight it gives, ior delight is the essential quality of genuine art. i. The book which is fit to read to-day will be worth reading many times and any time. j. Tj^e classics furnish us the means of measur- ing the worth of what we read. k. The loss of the great classics impoverishes life infinitely. 1. Many truths which are proper to science should not be portrayed with emotion and imagina- tion as literature, m. Name the books from which the characters on page 179 are taken; name the author of each. n. Would the authors here recommended make a sufficient library of fiction for the average reader ? 3. SCHOOL HYGIENE. Lighting Schoolrooms. 1. From how many sides ? Why ? 2. The windows should extend to the ceiling. Why ? 55 m rooms by rows of windows set opposite each other on two sides of the room is a very unsat- isfactory and unhygienic arrangement. Why ? 4. Window area should never be less than 26 per cent, of floor area. How is it in your school house? 5. Color of walls and ceiling. Walls should never be a glossy white. Why ? 6. Window shades; their uses, color, adjustment. Cheapness is not economy as applied to win- dow shades. 7. Light should be diflfused equally throughout the ^ room. How corrugated glass promotes diffu- * sion. IL References. See outline for First Institute. 4. HISTORY. I. Lafayette's Visit. 1. Significance. 2. A Nation's Welcome. a. A guest of the public. b. Features of his progress. c. At the Capitol. d. Mount Vernon and Bunker Hill. II. The Caroline Affair. 1. Significance. 2. The Canadian Rebellion. 3. Destruction of the Caroline. 4. American feeling aroused. 5. Arrest and Trial of McLeod. a. The circumstances. b. The question involved. c. The ludicrous result of the trial. 56 III. The Campaign of 1840. 1. A reaction against hard times. 2. The Whig Convention. a. The candidates. b. The nomination. c. Choice of Tyler for Vice-President. 3. William Henry Harrison — brief biography. 4. The Democratic nominee and platform. 5. The Log Cabin and Hard Cider Campaign. a. Mass meetings. b. Campaign symbols. c. Campaign songs. 6. The election. 7. Last days of President Harrison. IV. Discovery of Gold in California. 1. A factor in national progress — to what extent? 2. Characteristics of California in 1847. 3. The discovery of gold and the spread of the news. 4. The'Torty-Niners." 5. A view of the miners and the mines. 6. The monument to Marshall. 7. California in national politics. a. Application for statehood without slaves. b. Attitude of the South. c. The compromise of 1850. (1) Gave the North the predominance in the Senate. I SIXTH INSTITUTE. PROGRAM. 9 : 30. Opening Exercises. Eoll Call. 1. Talks on Life's Ideals. Eecitation. Music. 2. Talks on the Study of Literature. .2:00. NOON. 1 : 00. Music. 3. School Hygiene. Eecitation. 4. History. Music. 3:30. Assignment OF Duties. Adjournment. 1. TALKS ON LIFE'S IDEALS. L. The Chapter on "The Laws of Habit." (pp. 64-78.) (Study the following references in connection with this subject : Psychology (Briefer Course), by .James. Chap. X, pp. 134-150. Handbook of Psychology, by Sully. Pp. 81, 292, 293, 370-377, 387-390. Mental Development, by James Mark Baldwin. Pp. 214-220, 223-237, 239-262, 481-488. Psychology, by John Dewey. Pp. 111-115. ) -57- 58 1. Nature of Habit. a. Study text. b. Study the topic in some or all of the refer ences given. 2. The economy of habit in daily life. a. See text, pp. 65-67. b. Give illustrations to show this point. 3. Habit forming. a. State the law. b. Is it because we have bodies or because we have minds that we are subject to the law of habit? c. Maxims. See text. (pp. 67-76.) (See also references given above. ) 4. Educational suggestions. a. Show that education is a process of habit forming, and illustrate with Grammar, History, Conduct, etc. b. Give suggestions based on each " Maxim," stated in the chapter. II. The Chapter on "The Association op Ideas." (pp. 79-90.) (Keferences : Psychology, by James. Chap. XVI, pp. 253-279. Mental Development, by James Mark Baldwin. Pp. 279-290, 361-366. Psychology, by John Dewey. Pp. 90-111. Handbook of Psychology, by Sully. Pp. 51, 137, 138 ; 144-146. Mental Science and Culture, by Brooks. Pp. 140-151.) 1. Relation of association of ideas to : a. Habit, See text, Chapter VIII. b. The stream of consciousness. See text. Chapter II. 2. The laws of association. a. Contiguity. Explain and give an illustra- tion. b. Similarity. Explain and give an illustra- tion. 59 3. Causes of association. a. The author's view. (p. 82.) b. Other views. See references. c. Give your opinion of the different views. 4. The " Great Problem " of Association. See statement of, p. 83, and note carefully the author's explanation and illustration of this point. 5. Educational suggestions. a. State points made by the author in the chapter and show their value to teachers. b. Does the process of association grow in strength more through external or inter- nal stimulation? Explain. IT. The Chapter ON "Interest." (pp. 91-99.) (Keferences : Psychology, by James. Pp. 170-175. Handbook of Psychology, by Sully. Pp. 72, 73, 134-163, 333. Psychology, by John Dewey. Pp. 303-305. General Method, by McMurry. Pp. 49-68.) 1. Kelation of Interest to instinct and to experi- ence. 2. The two kinds : a. Original. Explain and give illustra- tions. b. Acquired. Explain and give illustra- tions. 3. The law. a. See text, p. 94. Give illustrations. b. The ground for the transference of in- terest. See text, p. 95. c. Study references on interest- 4. The program in keeping the attention of the child. See text, pp. 95, 96. a. Is interest to be awakened and attention secured through the entertaining "talk" of the teacher, or from within through the awakening in the mind of the 60 learner a consciousness of the relation between the new and the old? b. Should the course of study be arranged with reference to pleasant and interest ing associations in the child or with reference to the learner's growth ? c. What is the highest hupaan interest and how is it stimulated ? d. Does the child's development in self-activity modify the nature of his associations and also his interests ? If so, how ? IV. The Chapter on Attention, (pp. 100-115.) (References: Psychology, by James. Pp. 217-238. Mental Science and Culture, by Brooks. Pp. 66-82. Handbook of Psychology, by Sully. Pp. 66-82. : Psychology, by John Dewey. Pp. 132-143. Mental Development, by James Mark Baldwin.! Pp. 451-475.) 1. Preparatory. a. Read carefully the chapter in the text. b. Read some or all of the references given. 2. Nature of attention. Study meaning of the term, in dictionary, and as used in text and references. 3. Distinguish between attention and interest. 4. Kinds of attention. a. Passive or spontaneous. Give the view presented in the text. Dae to what? Give illustrations. b. Active or voluntary. Give the author's view. Note carefully the illustrations. Its relation to the genius and to the " common-place mind "? 5. Study the psychological theory of the process of attention. See text, pp. 106-109. How does it differ from the theory presented in references ? 61 6. Educational suggestions. a. Give your view on the following state- ment, pp. 100-101 : "All that we need ex- plicitly to note is that the more the passive attention is relied on by keeping the material interesting, and the less the kind of atten- tion requiring effort is appealed to, the more smoothly and pleasantly the classroom work goes on." b. Does mental efficiency come through pas- sive or active attention ? c. State and discuss the means of securing attention set forth in the text. 2. TALKS ON THE STUDY OF LITEKATURE. I. The Study of Chapters XIV and XV. 1. Chapter XIV. Fiction. a. The source of ail fiction is the love of narrative of human experience— the story. b. Each reader selects and likes the partic- ular kind of a story that is most akin to his own experience or the experience which he most desires. c. Taste for "solid reading" exceptional rather than general. d. The cause and result of certain religious bodies opposing all fiction. e. Measure each piece of fiction by the au- thor's definition of literature. There ia much fiction, as well as other forms of writing, that is not literature. f . Incident and character as the language of fiction. Explain. g. Of how many authors mentioned on page 189 have you read well at least one book? 62 h. Each reader should read the best that he can like and try to like those that gen eral opinion calls best. i. The danger of any kind of reading is the danger of not doing it well. No one will read too much if he endeavors to experience the literature he reads. j. Proper method of reading and proper selection of books is of vastly more im- portance than the number of books read. (See page 192.) k. Note carefully what the author says of juvenile literature on pages 193 to 198. Books hastily written merely for the market are almost universally worth- less, and many of them worse than' worthless. Genuine literature, now as always before, grows spontaneously out of the richness and ripeness of life's experience, but not at the re- quest of publishers. 2. Chapter XV. Fiction and Life. a. Is there still a prejudice against fiction because it is deemed untrue? Can peo- ple be led to distinguish between truth and fact? b. Note carefully the author's use of "vicari- ously," and ask yourself if this is not the secret which accounts for novel reading? The vicarious atonement (at-one-ment) is a truth in all phases of life as well as in religion. One ex- periencing for another is the basis of kinship in human life, for akin is of a kind. c. The reading which cultivates the moral and spiritual senses must touch the emotions rather than the intellect. d. What is to be learned from the study of fiction? HI 63 (1 ) Customs and habits of all phases of society. (2) Social conditions and relations. (3) The conventionalities of life in diflferent times, places and con- ditions. (4) Experiences and nature of man- kind. e. The great novelist, however, is not he who instructs men but he who moves men. Science instructs, literature touches 9nd moves. f. Show what the author means by "truth- fulness in art." Page 206. g. The aim of the novelist is to interpret life, the outward facts used as a language to convey the inner meaning. Illus- trate this from a novel you have read. h. What are the advantages and defects of the short story ? i. Three characteristics of fiction: It should be delightful. It should be absorbing. It should be inspiring. j. Art may sadden but not depress, it may create intense sympathy but it can not embitter. Its function is to uplift and inspire. k. The danger of art is that it may win men from interest in actual existence. This is not a serious danger in this country at this time. 3. SCHOOL HYGIENE. The Decoration of the Schooi-room. 1. No room should be used for school purposes if there be plastering off in place^. 2. Efiect of tinting the walls? Of painting? 3. Adyantages of tinting over papering. 64 4. The use of pictures. How may tliey be secured I What kind should be purchased? One goodi picture is worth a hundred poor ones ; in fact,! none other than good ones should be used. It i« possible for every school to make some head-; way in this respect. Some townships have good pictures throughout. 5. The use of plants and flowers. 6. The use of vases. i 7. Dangers of over-deeoration. ' j 8. Do you keep your desk and the room orderly aa clean? This is the first essential of beauty. j 4. HISTORY. The Underground Eailroad. 1. Significance of the system. 2. Rising sentiment in the North. 3. The fugitive slave law. a. Part taken by Fillmore. b. Evil provisions of the law. c. Man-hunters. d. Trials of slaves. e. Said to be in two ways unconstitutional. f. In operation. (1) William Smith, Lancaster County Pa. (2) The Gorsuch episode, Christina, Pa (3j The " Jerry rescue," Syracuse, N. Y (4) Anthony Burns, Boston. 4. Working of the Underground Railroad. a. General features. b. Special illustrations. (1) Anthony Blow, the stowaway. (2) Alfred Thornton. (3) Cordelia, free according to laws o Pennsylvania. (4) Jane Johnson, freed by stopping ii Fennsylyania. 65 (5) Henry "Box "Brown. (6) William and Ellen Craft, gentle- man and servant, c. Slave advertisements. 5. Irritation of the Southerners. The Kansas-Nebraska Bill. 1. Another step in the slavery agitation. 2. Presidental election of 1852. a. The Whig Convention. A Northern nomi- nee and a Southern platform. b. The Democratic Convention. The dark horse. 3. Stephen A. Douglas. a. The Kansas-Nebraska Bill. (1) Provisions. (2) Significance. 4. Protest of the Independent Democrats. 5. Passage in the Senate. 6. Keception of the bill at the North. a. Disfavor of the politicians. (1) Temporary eclipse of Douglas. 7. Kesults of the Kansas-Nebraska Bill. The Lincoln- Douglas Debates. 1. Importance. 2. A view of the two men. a. Similarities. b. Differences. 8. Preliminaries. a. Trouble in Kansas. (1) The Lecompton Constitution. a. Stand taken by Douglas. b. Nomination of Lincoln for Senator. (1 ) Lincoln's " House Divided " speech. 4. The challenge. a. Boldness of Lincoln. b. Kisk of Douglas. 5. Questions discussed. a. Slavery and the Constitution. 15) 66 b. " Popular Sovereignty." c. Interpretation of Kansas-Nebraska Bill. A territory could exclude slavery despite the Dred Scott Decision. The " Free- port Doctrine." 6. The result. a. Douglas, Seaator. b. Lincoln, President. SEVENTH INSTITUTE, PROGRAM. 9 30. Opening Exercises. Koll Call. 1. Talks on Life's IdeaJs. Eecitation. Music. 2. Talks on the Study of Literature. 12 :00. NOON. 1 :00. Music. 3. School Pygiene. Kecitation. 4. History. Music. 3 :30. Adjournment. 1. TALKS ON LIFE'S IDEALS. The Chapter on "Memory." (pp. 116-143.) The essential points in the discussion : 1. The phenomena of memory are among the sim- plest and most immediate consequences of the fact that our mind is an associating machine. P. 116. 2. Association of ideas explains memory by explain- ing each fact of recollection. For illustrations see p. 118. 3. The laws of memory are due to our associations. 4. Our associations are due to our organized brain- paths. 5. Association explains both general relation and special recall. -67- 68 6. An educated memory depends on an organized Bystem of associations; and its goodness de- pends on two of their peculiarities : first, on the persistency of the associations ; and second, on their number. See pp. 120-123. 7. Thought is the great factor in organizing these systems. See pp. 123, 125, 126, 127 and 143. 8. Two pedagogic consequences stated. See pp. 123 and 129. 9. The value of memories and experimentation. See pp. 127, 133, 139 and 140. Suggestions : 1. Trace the steps in a memory act of your own. Show the relation of memory and the laws of association in this act. 2. Is there any ground for saying the discussion is materialistic ? 3. What are the essential elements of the memory activity? • 4. What elements has the author emphasized? 5. How shall the memory be trained ? 6. What is the present attitude of educators in re- gard to learning the exact words of an author? Is it correct ? 7. References : Dewey's Psychology, pp. 176-191. Sully's Teacher's Hand-Book of Psychology, pp. 131-173. Watts' Improvement of the Mind, pp. 124-144. Pick on Memory. II. The Chapter on "The Acquisition of Ideas.'* (pp. 144-154.) The main thoughts in the discussion : 1. Education, taken in a large way, may be de- scribed as nothing but the process of acquir- ing ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possi- ble variety of the emergencies of life. P. 145. 69 2. In all this process of acquiring conceptions a certain instinctive order is followed. What is this order? See p. 146. 3- After adolescence has begun, " words, words, words," must constitute a large partj and an always larger part as life advances, of what the human being has to learn. P. 150. 4. The more accurately words are learned the bet- ter, if only the teacher make sure that what they signify is also understood. For illustra- tion see pp. 150-153. Suggestions : 1. It will be noticed at once that this chapter is not so much a chapter in psychology as it is a discussion of the necessity of having ideas in life. 2. The student must not deceive himself into think- ing that he is studying psychology in thia chapter- 3. The student is warned against taking pp. 161-162 as arguments against close analytic, systematic work. Hazy, fringe-like, dim perspective in a student will no more avail than the "crass artificiality " the author talks about. 4. It may be helpful to the beginning student to think this way : a. Knowing always moves through three steps. (1) The sensation, image, or presenta- tion step. (2) The interpretation step. (3) The effect or retention step. b. This middle step is apperception. c. Apperception is always this middle step, whether the act be one of perception, memory, imagination, conception, judg- ment or reason. d. Apperception, taking place in these diffier- ent stages of knowing, and under the different conditions that attend them, 70 may be thought of as falling into differ- ent stages itself, according as the activ- ity is mechanical, consciously purposive, or between these. 5. Watch your own activitity in studying or in perceiving something. See if you get the whole thing before you first; then, if you analyze it carefully in the light of what you are ; then, if you give it an orderly place as possible in your mind. Do not be afraid to try this. Psychology is the study of con- sciousnesses for the purpose of analyzing them. 6. The beat discussion of the subject will be found in Dewey's Psychology, pp. 85-153. The student will be interested in Eooper's A Pot of Green Feathers, and in Lange's Apperception. III. The Chaptek on "Apperception." (pp. 155-168.) The essential points in the discussion : 1. The gist of the matter is this: Every impression that comes in from without, be it a sentence which we hear, an object or vision, or an efflu- vium which assails our nose, no sooner enters our consciousness than it is drafted off in some determinate direction or other, making con- nection with the other materials already there, and finally producing what we call our reac- tion. P. 157. 2. The general law in apperceptive operations is that of economy. For illustrations see pp. 159-164. 3. In this gradual process of interaction between the new and the old, not only is the new modi- fied and determined by the particular sort of old which apperceives it, but the apperceiving mass, the old itself, is modified by the par- ticular kind of new which it assimilates. P. 165. 71 4. Our conceptions are all we have to work with. P. 165. Illustrations, pp. 166-168. Suggestions: 1. Apperception, the author says, is only one of the innumerable results of the process of associa- tion of ideas. Apperception is the very pro- cess itself. 2. The student must not let the author's remarks about fogyism alarm or disturb him. The way to avoid fogyism and its accompanying atrophies is to be a close systematic student always. IV. The Chapter ON " The Will." (pp. 169-196.) The essential points in the discussion : 1. Acts of will are such acts only as can not be inattentively performed. A distinct idea of what they are, and a deliberate fiat on the mind's part, must precede their execution. See p. 169. 2. The fact is that there is no sort of consciousness whatever, be it sensation, feeling, or idea, which does not directly and of itself tend to discharge into some motor effect. See p. 170. 3. A belief as fundamental as any in modern psy- chology is the belief at last attained that con- scious processes of any sort, conscious processes merely as such, must pass oyer into motion open or concealed. See pp. 170-171. a. The mind possessed by only a single idea is the simplest case of this tendency. See illustrations, p. 171. b. The more complex case involving inhibi- tion. See examples, pp. 173, 174, 176. (1) The value of inhibition. Seep. 176. 4. The fatalistic conception discussed and humored : Voluntary action, then, is at all times a re- sultant of the compounding of our impulsions with our inhibitions. 72 a. Two types of will follow : (1) The precipitate. See p. 178. (2) The obstructed. See pp. 179-180. 5. The "balky will." See pp. 180-183. 6. In the matter of the education of the will the teacher's task is to build up a character in his pupils ; character consists in an organized set of habits of reaction. Such habits of reaction consist of tendencies to act characteristically when certain ideas possess us, and to refrain characteristically when possessed by other ideas. a. What our volitional habits depend upon. See p. 184. b. The problem as easy and difficult. See pp. 185-186. c. To think, the secret of will. See p. 187. d. The three-fold process by which the pupils are to be saved. See p. 188. e. Voluntary attending is the point of the whole procedure. See pp. 189 and 102. 7. The author's comparison of his views with those of the fatalist and materialist. See pp. 190- 192. 8. The two type^of inhibition. a. By repression. b. By substitution. Suggestions : 1. The student will find this a valuable chapter. He may raise some questions in regard to its organization, but, let him give the thought his best effort. 2. Could the instance of the ''balky will" be dis- posed of under the discussion of inhibition by substitution? 3. The student should get the idea that self, and will, and character are one; that self, will, character is the sum-total of all one's ex- periences up to date. 73 4. The student should see once for all that if any vice or habit is to be changed or destroyed, it can only be eliminated by substituting the virtue which is its antithesis in its stead. 5. See discussion of will in Dewey's Psychology. At this point the institute should consider the introduc- tion to this series of outlines found on pages 7 and 8. ^ It should be made the basis of a general discussion and review. 2. TALKS ON THE STUDY OF LITEEATUEE. VII. The Study of Chapters XVI, XVII and XVIII. 1. Chapter XVI. Poetry. Note.— The timidity expressed by the author in the opening of this chapter as to discussing the subject of poetry is that felt by every person who really feels the signifi- cance of poetry. The best explanation of this fact seems to be the fact that poetry is emotional, grows out of and returns to the emotions, and any discussion or criticism must be intellectual rather than emotional, hence the criticism fails to touch the point at issue. One faculty of mind can neither appreciate nor express the content or product of another faculty. a. The love of rhythm the basis of poetic form. b. The folk-song the first gratification of this instinct. c. It would be well to read the ballads mentioned, with as many others of similar character as possible. They are to be found in Percy's Eeliques of Ancient Poetry or in AUingham'e Ballad Book or Gummere's Old Eng- lish Ballads. d. How can poetry be used in the schooh for cultural purposes ? What clasB oJ poetry ahould be selected ? 74 e. In what sense is poetry " practical, and in fact the most practical of all our studies"? f. How can the feeling among large boys, that interest in poetry is effeminate, be overcome ? 1. Chapter XVII. The Texture of Poetry. a. Definition : " Poetry is the embodiment in metrical, imaginative language of passionate emotion.''^ b. Note the two points of form ; metrical^ imaginative, and the two points of con- tent ; passionate, emotion. c. Select some poetry of acknowledged worth and test it by these standards. d. Note carefully the distinction of the author between rhythmical and sys- tematically rhythmical language. It is the distinction between fine prose and verse. e. Under imaginative language note care- fully the difference between connote and denote. The power to connote is the poetic and figurative power of lan- guage. f. What the effect if the expression be fine and noble and the sentiment trivial or coarse ? g. Poetry does not have two sides — emotion and expression, the two become one in order to be poetry, and are inseparable, h. Ideas, suggestion and melody necessary. " The thought, the hint, and the music are united in one unique and indi- vidual whole." 1. Chapter XVIII. Poetry and Life. a. Explain what Emerson meant when he said, " poetry is the only verity." b. The use of poetry : (1) To nourish the imagination. 75 (2) To give knowledge of unrecog- nized experiences or unreJilized capacities for feeling. (3) It nourishes and preserves the optimism of the race. (4) It is the original utterance of the ideas of the world. (5) Poetry is the instructor in beauty. (6) Poetry is the creator and pre- server of ideals. (7) For poetry's sake. c. Show the possibility of each of these from your own reading of poetry. d. Only poetry can express its own worth, critical words can not touch the real subject. 3. SCHOOL HYGIENE. The Diseases op Schooi. Children. 1. What are they ? 2. How contracted. 3. How prevented. 4. The eye. Its treatment. 5. Why are contagious diseases more prevalent among school children in the winter? 6. Vaccination. What is it? Effects? 4. HISTORY. History of Political Parties. 1. The necessity of parties. 2. Each party stands for a great principle. « 3. The Earliest Political Parties. a. Whigs and Tories. b. The Federal Party, to 1816. (1) Centralization. (2) Distrust of the people. (3) History. See previous chapters. 76 4. The Democratic Party. a. Origin of the name. b. Strict construction. c. Faith in the people. d. History to 1834; to 1854; recovery since the Civil War. 5. The Whig Party, 1834-1854. a. The name. b. Unfortunate in Presidents. 0. Unfortunate in issues. 6. (1) National Bank. (2) Surplus. (3) Independent Treasury. (4) Compromise of 1850. (5) Defeat of Scott in 1852. See previous chapters. be Kepubl lean Party, 1854. a. Composition. (1) Whigs. (2) Americans. (3) Anti-Nebraska Democrats. b. Issue. (1) Opposition to encroachment of slavery. c. Early history. (1) Origin. (2) Election of 1856. d. Tendency toward paternalism. e. Increased trust in the people. II. Relation of the States to the Nation. 1. Our twofold allegiance. 2. Union of the States without a precedent. 3. The simile of Mr. Bryce. 4. Origin of the States and of the Union. a. Are the States older than the Union ? (1) Individuality as colonies. b. Weakness of the Articles of Confederation. 6. The three kinds of government. a. The Consolidated — an organism. 77 b. Federal Government— a union of organisms. c. Confederate Government — temporary union. 6. The Union a compromise between a consolidated and a confederated government. a. National and State laws. b. National and State authority. (1) National authority delegated by the Constitution. (2) State authority plenary, except what has been delegated. 7. Advantages of the Federal System. a. Distribution and balance of power. (1) Induces better local laws. (2) Simplifies the work of Congress, President, and Federal Courts. 8. States' Rights. a. A safeguard against absolute monarchy. b. Not to be confused with State Sovereignty. \ APPENDICES APPENDIX I. J900 I90I The Indiana Young People's Reading Circle GEO. F. BASS. Distributing Agent^ State Housej Indianapolis^ Ind. LIST OF BOOKS FOR 1900-1901 AND A COMPLETE CATALOGUE OF ALL BOOKS USED IN THE CIRCLE SINCE ITS ORGANIZATION IN 1887. I YOUNG PEOPLE'S BOOKS FURNISHED BY THE DISTRIBUTING AGENT, TRANSPORTATION PREPAID, ON RECEIPT I OF THE PRICE. (^^ t^^ ^* Indiana Teachers' Reading Circle FOR J900-J90J AND A COMPLETE LIST OF BOOKS USED IN THE CIRCLE SINCE ITS ORGANIZATION IN 1883. TEACHERS' BOOKS FURNISHED BY THE COUNTY SUPERINTENDENT OF YOUR COUNTY. All correspondence relating to prioe, shipment, etc., of the Young Peo ple'B books, should be addressed to the Distributing Agent. (6) -81- TEACHERS' AND YOUNG PEOPLE'S READING CIRCLES OF INDIANA. [Organized by the State Teacher. 1883 and 1887, Respectively.'] :ffioarD of H)trector6. EMMA MONT. McRAE, LaFayette. DAVID K. GOSS, Indianapolis. F. L. JONES, Indianapolis. FRANCES BENEDICT, Marion. W. H. SENOUR, Brookville. HOWARD SANDISON, Terre Haute. C. M. McDANIEL, MadiSON. ©fficers of tbe JSoarC). EMMA MONT. McRAE, LaFayette, - - - - President. F, A. COTTON, Room 27 State House, Indianapolis, Secretary. TEACHERS' READING CIRCLE. COURSES OF STUDY FROM THE BEGINNING. 884-85— Brooks' Mental Science; Barnes' General History ; Parker's Talks on Teaching. 885-86— Brooks' Mental Science ; Smith's English Litera- ture ; Hewitt's Pedagogy. 8g6_87_Hailman's Lectures on Education ; Green's His- tory of the English People; Watts on the Mind. 887-88— Lights of Two Centuries; Sully's Handbook of Psychology. 888-89— Compayre's History of Education; The Marble Faun ; Heroes and Hero Worship. 889-90— Compayre's Lecture on Teaching; Steele's Pop- ular Zoology. ,890-91— Wood's How to Study Plants; Boone's Educa- tion in the United States ; with review of pre- vious psychological studies. 891-92— Page's Theory and Practice of Teaching; Haw- thorne's Studies in American Literature. .892-93 — Fiske's Civil Government in the United States ; Holmes' Autocrat of the Breakfast Table. 893-94— DeGarmo's Essentials of Method; Orations of Burke and Webster. 894-95— Tompkins' Philosophy of Teaching; Select Let- ters and Essays of Ruskin. i 895-96— McMurry's General Method; Studies in Shake- speare. 896-97— Guizot's History of Civilization ; Tompkins' Lit- erary Interpretations. 897-98— Plato, the Teacher ; Teaching the Language Arts. 898-99— Social Elements ; Plato's Republic. .899-1900— Clark's How to Teach Reading, 75 cts.; Scott's Organic Education, 90 cts. 900-1901— James' Talk to Teachers on Life's Ideals, 80 cts.; Bates' The Study of Literature, 65 cts. -83- STATEMENT, The Teachers' Keading Circle Course, when considered in connection with the Township Institute, is the most im- portant and most uplifting influence in the education of the Indiana teacher. There are more than twelve thousand teachers who read, annually, the two books adopted for the course and thereby add substantially to their culture and professional training. No other State in America has a circle so large. The books for 1900-1901 constitute the best course the circle has offered. The books are both cultural and pro- fessional, each reaching out into the fields of learning, yet stopping occasionally to consider the subject-matter in its relation to the teacher and the school. The work on "Life's Ideals" was written by Prof. William James, of Harvard, probably the most widely known psy- chologist on this continent. While the work deals most largely with the problems and solutions of human life, it is also full of practical suggestions and lessons in psychology and school teaching. "The Study of Literature" was written by Arlo Bates. Mr. W. E. Henry, our competent State Librarian, says the | following about the book : ' "I believe 'Talks on the Study of Literature' to be the '• best book on literature that has ever been placed in the i Teachers' Beading Circle of Indiana. "1. Because it sets forth more clearly the essential dis- tinction between literature and mere writing than any other book that has been generally read by the teachers. "2. Because it treats more distinctly each of the diflerent forms of literary composition. "3. Because it treats literature from the standpoint of art for life's sake. "4. Because the author has pointed out excellent and familiar examples of each phase of the subject treated. "5. Because this book will tend to correct many of the erroneous views of literature that have long prevailed among our teachers." -84- YOUNG PEOPLE'S CIRCLE. [ 5 j While the Teachers' Eeading Circle is doing a work of ^3uch great value to the schools of the State, it is believed, 'however, that the Young People's Circle is doing even more. ^This Circle was organized and is being carried on with the Jthought that it is well to begin early in the life of the child jto lead him to discover the real treasures in books and to gform a taste for the best reading. Nothing but the best jbooks are selected from year to year, many of them having jia direct bearing on the course of study and greatly enriching ,the different subjects. The books put new life and meaning 3 into the school work of the children, and they are rapidly ^forming the foundations of libraries in all the country and i tillage schools. Through these libraries not only the school children, but all of the citizens will become interested in jood books, and the influence will be of inestimable value. It is very gratifying to note the growth of interest in this Circle from year to year, as shown by the great numbers of 3hildren, patrons, teachers and school officials identifying ihemselves with the work. These facts spur the Board on .o greater eflForts, and as a result much better books are offered to the children from year to year. The Board hopes i,hat at least one set will be placed in each school this year. Certificates of membership will he given to members of -.he Circle for the reading of one or more of the books. When the certificate shows that the holder has been a mem- ber for four years, he will receive a diploma by presenting he certificate to the County Superintendent. To be counted a member of the Circle a pupil must read me or more books on the list for the current year. [See ist on page 86 and following of this Catalogue.] The following is the characterization of the books for the irear 19G0-1901 : -85- 86 FOR SECOND YEAR PUPILS. (1) Child Life. -Etta and Mary Blaisdell. Illustrated Pp. 127. '* Child Life" is a book of the children for the children. It represents the child, his life, and his environment. He is seen in his relation to the home, to the school, and to nature, each lesson being based upon a child's interests. The book is finely illustrated with colored pictures, and as a whole presents one of the models of modern book-making. (2) Terse and Prose for Beginners.— Selected from Eng- lish and American Literature. -Pp. 98. The contents have been gleaned from various sources, and constitute a long list of selections in poetry and prose, arranged in a general way from the easy to the more diflS- cult. The book is not a text-book either in subject-matter or arrangement, but is a book of standard literature arranged on the level of the child's ability. The rhythm, the jingle, and the ring of the poetry, full of interest to the children, trains the child unconsciously into the rhythmical and poetical spirit and expression. (3) Tales for Little Readers.— Sarah J. Burke. Pp. 133. This work constitutes a paraphrase of the tales which have been the delight of children for ages. The author claims that the chief merit of the book lies first in the facti that the subject-matter has been tried and found delightful through the centuries, and second, that it is suited to bej read by children rather than to them. The book presents no difficulties of reading greater than those presented in the average second reader. FOR THIRD YEAR PUPILS. (1) Crusoe's Island.— Frederick A. Ober. Finely illus- trated. Pp.278. In this book the author gives a description of the veri- table island in which Robinson Crusoe lived his lonely life, the scene of his wreck, his cave, his bower, his man Friday, 87 the birds and trees he saw, or ought to have seen, together with a narrative of the author's own experiences in the wilds of Tobago. It is in no sense a repetition of the story of Robinson Crusoe, but is rather a book aglow with stir- ring incidents of the writer's mode of life and action in his voluntary exile. It is a fine contribution to ornithology. [2) The First Book of Birds.— Olive Thorne Miller. Illustrated. Pp. 147. It is necessary, only, to see the name of the author to snow that this book is a good one, it being well known that jbe is the foremost writer on the subject of birds. The book i8 intended to interest young people in the ways and habits 3f birds. There are twenty very excellent colored plates in the book. ;3) Through the Year (Book I).— Anna M. Clyde and Lillian Wallace. Illustrated. Pp. 107. The book begins with September, and the selections, fol- lowing the months of the year, are stories and poems upon reasonable topics. The brief life-histories of the butterfly, :he moth and the bee are told in a way to charm the child's ancy. The story of the Puritans' first Thanksgiving is re- ated in connection with Autumn and harvest-time. The joys of Winter are described, and the phenomena of mow, frost and rain explained. Christmas is represented |)y one of Hans Christian Andersen's stories. 1 FOURTH AND FIFTH YEARS. 1) Loho, Rag and Vixen.— Ernest Seton Thompson. Illustrated. Pp. . In depicting animal life and animal character, Mr. Thompson has probably no peer in this country. His tories surpass in interest even the " Jungle Tales " of Kip- ing or "Uncle Remus." The stories are true, therefore valuable. The author has applied to his stories of animals he same principle a skillful writer applies to a story of a nan. The book may be read with equal delight by both idult and child. Not a school child in Indiana shosld '«il to read these stories. (2) Around the World (Book II).— Stella W. and Clar ence F. Carroll. Finely illustrated. Pp. 232. This volume is arranged upon substantially the sameplad as that followed in Vol. I, which was read with great inter- est by the Circle last year. Both the text and illustra- tions aim to impress vividly some useful information, but not by wordy and tiresome description. Alaska, Mexico Norway, Sweden, Cuba, Porto Rico, Philippines and Hawai^ are treated in the work. (3) American Indians. Frederick Starr. Illustrated Pp. 227. " The name of the author is a sufficient guarantee as tc the accuracy and value of the little book whose title h noted above. We have long needed a well-written and tru^ account of the much misused and misunderstood American Indians, and more especially an account that would appeaJI to the young, and give them different impressions from those; gathered from nursery tales, school primers or Cooper'tj stories. The book is attractive in general appearance, in typography, and illustration, and is well divided into thirty -three short chapters, each devoted to a pertinent topic. It deals with all the aspects of Indian life, as is shown by the following selected chapter headings : Houses, Dress, the Baby and Child, War, Hunting and Fishing,! Picture Writing, Money, Medicine Men and Secret Societiesj Dances and Ceremonials, the Algonquins, the Six Nationsj the Creeks, the Cherokees, the Pueblos, Totem Posts, thej Aztecs, etc." (4) The Land of the Long Night.— Paul Du Chaillu. II lustrated. Pp. 266. This eminent author-traveler leads us with great interest! into the land of the North where, during a part of the year the sun is not seen for as many as sixty-seven days, and where traveling over the trackless region of snow is made possible only by the use of the reindeer and sled. The author depicts both the woe and the fun incident to northern life. 89 SIXTH AND SEVENTH GRADES. 1) Young" People's History of Indiana.— Julia S. Conk- lin. Illustrated. Pp.382. We have here an Indiana book by an Indiana author, md published by an Indiana publisher, and should have, herefore, the patronage and sympathy of the Indiana pub- ic. It is a story, delightfully and simply told, of the won- lerful, yes almost magical, transformation of the territory >f Indiana into the great State with its great institutions. ;n both subject-matter and treatment it is unique, there )eing nothing like it in other publications which treat of "ndiana. Don't fail to read this book. 2) Two Young Patriots.— E. T. Tomlinson. Illustrated. Pp. 366. This is the fourth and last book of the " War of the SJevolution Series," which series has been read with so nuch interest and enthusiasm by the Circle during the last ,hree years. It is a story of that crucial campaign in the American struggle for independence known as Burgoyne's Invasion. 3) A Rey^lutionary Maid.— Amy E. Blanchard. Illus- trated. Pp. 321. The stirring times in and around New York following he pulling down of the statue of George the Third by the 'amous " Liberty Boys " brings to the surface the patriotism Df the young heroine of this story. This act of the New York patriots obliged Kitty De Witt to decide whether she sv^ould be a Tory or a Kevolutionary maid, and a patriot §ood and true she became. Her many and various ex- periences are interestingly told, making this a happy com- panion book to "A Girl of 76." '4) Life in Asia.— Mary C. Smith. Illustrated. Pp. 328. This book is another very interesting volume of the 'World and Its People" series. The teacher and pupil will get much helpful knowledge of Asia from it which can aot be secured from the school geography. The book is in- terestingly written and finely illustrated. 90 EIGHTH AND ADVANCED GRADES. (1) Sidelights on American History.— Henry W. Elson Pp. 398. This work covers a field not hitherto covered. It has been written for the general reader as well as for use in th( upper grammar grades and high school. Its scholarlj treatment of the larger affairs of the first seventy years o our national history makes it also especially adapted to educate the common school teacher of history. It treats ol the dramatic, exciting and strategic points, or the pivots on which the ponderous machinery of our history has turned. (2) The Treasure Ship.— Hezekiah Butterworth. Illus- trated. Pp. 251. " In his vivid story of ' The Treasure Ship ' Mr. Butter- worth pictures the dramatic events in the career of the poor boy who recovered the treasure from the Spanish ship sunk in the Bahamas and was knighted by the king. The author sketches striking incidents of his subsequent career as a sol- dier, as a firm opponent of the witchcraft delusion, and as Governor of Massachusetts. Together with the tale of Phipps and the vivid sketches of seventeenth-century life in Boston, the author has interwoven strange incidents of the hidden existence of the regicides Goflfe and Whalley in Massachusetts, and also episodes of Andres's dominion and the inter charter period. The story of Phipps and the sev- enteenth-century movement for justice and freedom in Mas- sachusetts and Connecticut are among the most thrilling pages of our colonial history, and they teach lessons which every American youth should learn." (3) Heroes of the Middle West.— Mary Hartwell Cather- wood. Illustrated. Pp. 141. This story covers the French discovery and occupation of the Middle West from Marquette and Joliet to the pulling down of the French flag on Fort Chartres. It lays stress upon the heroes of this occupation and places before the mind an interesting account of the early incidents of the Mississippi Valley. LIST OF BOOKS FOR t9Q0-t90t. READ THE FOLLOWING CAREFULLY. 1. Books will be sent, transportation prepaid, on receipt of following prices. 2. We are not responsible for books sent by mail. The mailing" price is given in the first column below. The mailing price should be sent for orders amounting to less than ^1.50 and for all small orders to be sent where there is no express office. 3. If you have no express office in your town, please name the express office to which you prefer to have your books sent. 4. Send draft, money order, or money in registered letter. The purchaser must pay the cost of remittance. Do not send personal check. 5. These prices not good after July 1, 1901. 92 (SI LIST OF BOOKS FOR 1900-1901. g By Exp. or Freight. SECOND GRADE. Child Life (Second Book)— BlaisdelL. Verse and Prose for Beginners — Selec- ted Tales for Little Readers — Burke '... THIRD GRADE. Crusoe's Island — Ober The First Book of Birds— Miller Through the Year (Book I)— Clyde and Wallace $0 36 24 29 58 68 36 FOURTH AND FIFTH GRADES. Lobo, Eag and Vixen — Thompson Around the World (Book II)— Carroll. American Indians — Starr The Land of the Long Night— Chaillu. SIXTH AND SEVENTH GRADES. Young People's History of Indiana- Conklin Two Young Patriots — Tomlinson A Revolutionary Maid — Blanchard... Life in Asia — Smith.. EIGHTH AND ADVANCED GRADES. Side Lights on American History — El- son The Treasure Ship — Butterworth. Heroes of the Middle West — Cather- wood Total. 56 49 45 97 85 98 98 59 60 1 00 46 APPENDIX IL INDIANA Arbor and Bird Day Program October 26, 1900 Issued by the STATE DEPARTMENT OF PUBLIC INSTRUCTION FRANK L. JONES, Superintendent. INDIANAPOLIS : WM. B. BUBFORD, CONTRACTOR FOR STATE PRINTING. 1900. Note.— Inasmuch as the Arbor and Bird Day program was not very generally used last year, many of the selections and sug- gestions are reproduced in the following program: ARBOR AND BIRD DAY PROGRAM ARBOR DAY. (From last year's program.) To the Pupils in the Public Schools of Indiana: The observance of Arbor Day in the schools of the country is partly the result of a conviction that in the education of children something more than a knowl- edge of the text-books is necessary. Nature is a wonderful worker, and no one can watch her and learn of her ways without realizing that she has much to teach that can not be found in books. The time was when it was thought that all education came through the study of books, but now it is al- most universally recognized that one may know a I great deal of books and yet have missed some of 'the best things in education. Too many people go j through the monotony of their daily occupations I without seeing the beauty that not only brings I cheer but gives wisdom. Such persons do not know I how to aid nature in keeping the world beauti- ,fuk but often retard her by doing injury to trees, plants and shrubs. They are unconscious of the power that lies in a lovely flower, a stately tree, or '.B. graceful vine, to influence life and mold character. Arbor Day has come ^gain to remind us that we can do much to make the scenes about us more at- j tractive. If we all make an effort to place trees, Uhrubs and plants into the school grounds, it will be -95- 96 only a few years until some of the yards which are now desolate will be transformed into places which all will admire. When we have done our part, and the branches of the tre^s begin to spread themselves, even a very little, the birds will come, and when they are sure that they can stay with safety, nests will be built. In at least one school yard in the United States squirrels play on the same ground with the children with no fear of harm. It is hoped that you will take an interest in the planting of trees, and that you will then try to encourage the birds to build their nests near the school house. This leads us to the discussion of the BIRD DAY feature of the program. Year by year it has been observed that our native birds are growing fewer. The well-known birds about our homes, our farms and our school houses are disappearing. We miss their movements and their songs. They live largely upon insects and, as the birds become less numerous, the insects increase and prey to a greater extent upon grains, plants and fruits. Birds are the greatest friends of the farmer and fruit grower. They are a source of pleasure and| give an added interest in life tc all who in any de-| gree look upon the things about them. THE AUDUBON SOCIETY. For the purpose of protecting our native birds, there has been organized a society called the Audubon So- ciety. It is named in honor of John J. Audilbon, the; first great student of American birds. Organizations! have been effected in many States. Both old and[ young are taking part in this desirable work. In In- diana a State Society has been formed; local societiesi are being organized, and there is provision for youngi I 97 eople either to organize junior societies or to be- ome members of the State Society. Young folks can jo much both in school and out to discourage cruelty 'nd the vs^anton destruction of birds and tneir nests nd eggs. They readily talve to nature study, and irds form one of its most attractive subjects. Their oming and going, changes of plumage, mating, nest- 'ig and feeding habits and attractive songs make liem fascinating to those v^'ho by a little encourage- lent are so directed that they come to know them. There have been found in Indiana about 320 differ- 'iit kinds of birds. Some of them have disappeared. !>f others but few are left as a reminder of their ijrmer numbers. All kinds are decreasing in num- ers. The causes of this may be easily learned, and i^ch can do something to protect the birds we have jnd to prevent the destruction of their homes and sieir eggs. ? In many schools, as the pupils come to know the ^irds about them, they have become ardent cham lions of the little songsters.- The cruel l)oy who rould pelt them with stones or rob their nests has ien compelled to desist. At no place, perhaps, have le birds more ardent friends or are their nests more irefnlly guarded than at the Reform School for Boys : riaintield. There are over 000 boys sent there to ^ made better who have made friends with the birds id insist they shall be thoroughly protected. The effects of the work of this great Audubon So- ety may be seen in the lessening of the numbers of rds and feathers that are worn upon women's hats. ^0 obtain these articles of decoration it is necessary I kill great numbers of birds. Many of these were lied and their young left to starve. Birds have been aughtered in our own State for this purpose. As omen are coming to understand that the wearing •. birds and feathers means the inhuman slaughter ' innocent lives, their feelings are turned against ^ich decorations; they are using instead the feathers (7) 98 of domestic fowls and of ostriches, thus avoiding such cruelty. The efforts of young people will do I much to stop the killing of beneficial birds and toj prevent that fashion's reappearing. Many teachers are interesting their pupils in birds. They soon learn to distinguish a number of the com- mon kinds about them; to describe their appearance, to tell of their haunts, to know their songs, their foods, their bird companions and many other things that are not told in books; they are led to acquire original knowledge; they are discoverers in what is to them and to most persons around them an un- Ivuown field; they learn to use their ej'^es and ears, to remember what they have learned, and should be encouraged to tell it properly. It is desired that teachers and pupils co-operate in this commendable work of bird protection. In ail such efforts good is being done, not only for the pres- ent, but for the future. That the Arbor and Bird Day program may greatly add to your love of trees and birds is the sincere wish of your friend, FRANK L. .TONES, State Superintendent of Public Instruction. -31^. J ARBOR AND BIRD DAY. GOYERNOR'S PROCLAMATION. Governor Mount issued the following proclamation, setting aside Friday. October 26, as Arbor and Bird Day in Indiana : (From last year's program.) "To the Sturdy pioneers of Indiana, especially, the rapid disappearance of our native forests is painfully apparent; indeed, there now remains but an infini- tesimal fraction of the vast expanse of thickly wooded hills, valleys and plateaus— God's first tem- ples—that originally adorned this favored land of ours. The majestic oak, the stately walnut, the richly crowned elm and other varieties of native trees have succumbed to the woodman's ax, and with them has gone the embracing vine that added so much to the picturesque beauty of the primitive for- ests. Much of this destruction was necessary to the accomplishment of an ideal civilization; much of It iwas wanton. While lamenting these conditions, our I people should not hesitate or delay in supplying a ! remedy— a substitute— to whatever extent that is 'practicable and possible. This may be accomplished, lin some measure, by the general observance of at ; least one day of each year set apart for tne planting (bf trees, shrubs and vines. I "It is meet and proper that the initiative should be Icaken by the pupils in our universities, colleges and I common schools. It will constitute an important step 'in good citizenship— an object lesson in the respon- j nihilities that must come with maturer life. No mon- ament is more imposing than a stately tree, and he LofC. _99_ 100 who plants it may watch its development as a thing of life with which is associated a volume of precious memories. "Therefore, conformably with a praiseworthy cus- tom, I hereby designate Friday, October 26, 1900, as Arbor and Bird Day, and hereby invoke the earnest co-operation of all citizens, especially those who are identified with the educational institutions of the State, for the dedication of the day aforesaid to the planting of trees, shrubs and vines, and for taking such action as may be deemed most practicable for the protection and fostering of our native birds." Done at the Capitol, in the citj^ of Indianapolis, this twentieth day of September, A. D., one thousand nine hundred; of the Independence of the United States, the 124th, and of the State, the 84th. By the Governor: JAMES A. MOUNT. UNION B. HUNT, Secretary of State. 101 SUGGESTIVE PROGRAM. 1. Song. 2. Address by teacher or patron. 3. Reading of the Governor's Proclamation. 4. Song. 5. Reading of Snperintendent's letter. 0. Recitation or reading, 7. Recitation or reading. S. Recitation or reading. 9. Song. 10. Recitation or reading. 11. Recitation or reading. 12. Recitation or reading. 13. Reading— "The Pledge." Secure signatures. 14. Planting of trees and shrubs. ,15. Song. I I Note.— It is suggested that in the opening address attention be called to the object of Arbor and Bird (Day. j The recitations should be equally divided betAveen I subjects bearing on Trees and Birds. A few poems )and selections follow which are suggestive only. 102 THE HISTORY OF ARBOR DAY. The first suggestion respecting the annual planting of trees by children is attributed to Hon. B. G. Northrop, secretary of the Connecticut Board of Edu- cation, who made the suggestion in his report in 1865. In 1876 he offered prizes to the children of Connecti- cut to stimulate Centennial tree planting. The setting apart of an annual day for that pur- pose by the State authority originated with Hon. J. Sterling Morton, Secretary of Agriculture, who in- duced the then Governor of Nebraska to issue a 1 proclamation appointing a day for the planting of trees throughout the State. In 1872 the day was made a legal holiday, in which provision was made for awarding premiums to those who set out the larg- est number of trees. It is calculated that more than 800,000,000 Arbor Day trees are now in a thriving condition in Nebraska alone. Minnesota's first Arbor Day was observed in 1876, when a million and a half trees Avere planted. Kansas followed Nebraska's ex- ample in 1878. Next comes Iowa and Illinois. Michi- gan passed an Arbor Day law in 1881 and uhio in 1882. Since then Arbor Day has been recognized and encouraged by the civil authorities of more than forty of the States. The first Arbor Day in Indiana was held in April, 1884; but the daj'' was not gen- erally observed until October 30, 1896, since which time it has been held annually on the last Friday in October.— Selected. 103 DIRECTIONS FOR PROTECTING TREES. TO MAKE A TREE BOX. Take two pieces luDiber, 1 inch thick, 6 to 8. inches wide, (J feet long; across the edge nail three or four strips 1x4 inches, 8 inches length. 104 Prepare two hardwood slakes, 3 feet long; drivel them at an angle into the ground at base of box, andi nail them securely to the box to anchor it firmly. 'itf'->'^ If these are not convenient, four stakes, 8 feet long-, may be driven about the tree; nail strips across the top to hold the stakes in position, then wrap with barbed wire, as in cut. 105 SOME GOOD TREES FOR SCHOOL GROUNDS. By J. P. Brown-, Connersville. Were I to counsel as a landscape gardener, how to arrange and plant a tract of considerable magnitude, my advice Avould be very different from what I shall here suggest for the limited area of a school lot. The forbidding appearance of many school grounds has much to do with making children careless of their surroundings, and this habit does not cease with childhood or school days. The love of tlowers, admiration of trees and interest in forests should be inculcated not by a spasmodic ef- fort on Arbor Day, with a sentimental effusion, mean- ingless and soon forgot, but by frequent reference to trees, with lessons as to their value and character. Certainly Arbor Day should be observed and plenty of trees planted; yet upon every day they should be protected and their habits studied. Ample play grounds are indispensable, an». grounds should be designed with a special view to shade and recreation. Trees should be planted in straight lines thirty feet apart, and a. protection with stakes or boxes should l)e provided. Children, during excited play, are liable to injure, maybe destroy them; the hot sun will blister the exposed trunks and borers secure a lodgment, unless some protection is given. Flowers and shrubs should be placed in borders- hard by the school house and near the fences where they will be less liable to injury. There is no region in temperate zones more favored l)y nature than was the State of Indiana, with her wealth of forest vegetation, temperature, soil and rainfall combined, to promote the^-reatest variety of useful plants. More than 100 varieties of trees were indigenous to our State, while twice as many have been brought from other parts of the world and suc- cessfully cultivated, besides the thousands of shrubs 106 and plants which abound from the Ohio to the Lakes, and it should be an easy matter to select a dozen trees suited to any location. What are the requirements of a tree? 1. It should be useful for some demand of the man- ufacturer, as yellow poplar. 2. It may possess in a very high degree some special feature of usefulness, as the hickory— elastic, flexible and dense; oak, the symbol for strength; ash, com- bining strength with lightness; white pine, capable of being wrought with facility in carpentry; catalpa, haying great durability; locust, having density, firm- ness, durability; linden, combining lightness with toughness, or walnut, the favorite of the early settler for making rails, and the manufacturer of to-day for magnificent furniture. 3. Americans demand immediate results, hence early maturity is an essential requisite. The swamp maples, poplars and catalpa are of quite rapid growth. 4. Freedom from disease and attacks of insects. The gingko, hackberry and sweet gum are remark- ably free from both. 5. Ability to withstand drought. The two Rus- sians, olive and mulberry, and the catalpa resist the effects of dry locations. 6. Adaptability. Suited to many soils, as the wal- nut, catalpa, gingko and maples. 7. Beauty of flowers. Magnolia, locust, tulip, catalpa, dogwood and many shrubs. 8. Density of shade. Elms, maples, cnestnut abele, cypress, linden, oaks, sycamore, catalpa, mag- nolia, yellow poplar, beech, hackberry, larch, Norway spruce, white pine, sweet gum, ash. locust, birch and gingko are all good for shade. 9. Ornamental foliage. Evergreens, cypress, weep ing birch, larch, gingko, koelreuteria, etc. A posthole should never be utilized in tree planting. Make the holes broad rather than deep, and if the 107 soil is not suitable, bring good earth to fill it. Obtaia well-rooted trees, preferably nursery grown. A few stumpy roots may be sufficient to maintain life, but will noi secure a vigorous, healthy growth, and while new roots are being formed the tree is starving, and borers soon take possession. These pests seldom in- jure a tree unless its vitality has been impaired by disease. A healthy, vigorous tree sends its roots far away from the trunk in every direction in search of food and moisture. The working fibrous roots are almost invariably sacrificed upon removal of the tree. Nursery-grown trees which have been trans- planted, howcv^er, are supplied with these small roots in a compact mass. It is, therefore, better to buy well-rooted trees rather than dig those in tne woods. Every bud which puts forth in a newly trans- planted tree, requires a large proportion of sap. It many are left to expand the drain upon the tree will be greater than the roots can supply and a feeble growth will result. Hence it is best to cut back the top to correspond with the roots. I recently recommended the following list for Arbor Day planting: 1. Scarlet Maple. 9. Yellow Poplar. 2. Gingko. 10. Sycamore. 3. White Elm. 11. Ash. 4. Larch. 12. Scarlet Oak. 5. Sweet Gum. 13. White Pine. 6. Catalpa. 14. Russian Mulberry. 7. Hackberry. 15. Linden. 8. Silver Maple. 16. Honey Locust. The first thing in importance is shade; ornamenta- tion follows naturally. The gingko, from Japan, is one of our finest treefs for shade, beauty of foliage, freedom from insects and disease, and seldom requires pruning. The sweet gum can scarcely be surpassed, as it pos- sesses almost every good and desirable quality. 108 The hackberry supplies a much-ueeded food for na- tive birds, ill addition to its superior quality as a shade tree, and is remarkably free from insects. The scarlet maple forms a round head, requires less pruning than silver maple, its branches are less liable to injury in storms, while the autumn foliage is superb. The larch has a foliage which is grand, the tree is healthy, grows quickly and naturally forms a hand- some tree. The yellow poplar, although not a poplar at all, but a liriodendron, or tulip tree, is one of our handsomest trees for shade and should by no means be over- looked. Trees which would be considered magniiicent speci mens on a lawn would be out of place on school grounds, while those trimmed up as becomes neces- sary here and on streets would be undesirable about a mansion. [The following selections are suggested as suitable for th( Arbor Day part of program.] "TAKE YER CHOICE O' SEASONS." By Will W. Pfrimmer, Kentland, Ind. Ye may take yer choice o' seasons: Ye may talk o' harvest time, When the sickle's clack an' clatter Sings a pleasin', busy rhyme, An' the hummin' o' the thrasher Adds an alto to the strain, An' the farmers laugh for gladness At the yield o' golden grain. 109 Ye can talk (v simimer sunsets, An' the moonlight, an' the dew, An' the fields o' scented clover When the moAvin's n'arly through. Still, it's natin-'s business hours, An' she haint no time fer play; Not enough of it to squander Fer to make a holiday. Ye may brag about October. With its glimmer an' its haze. When the nights are lappin' over On to both ends o' the days; An' the birds hev packed their baggage. An' the most of them hev struck Out to find a fore'n country. An' the world is out o' luck; An' all natur' seems a-mopin',— Out o' kelter like, and sad Most like onest I knowed a feller With the janders mighty bad. An' I don't go much on winter, With its snow, an' sleet, an' slush; AVhen the woods is all a-sleepin' In a sort o' graveyard hush; Not a smile or song ter greet ye. Not a single gleam er glow, An' not, anywher', a green thing. But— yerself, an' mistletoe. Y'e may sing yer song o' summer, Er o' winter, er o' fall. But the season I am bettin' on Is the one that beats 'em all. It's the jolly days o' springtime When ever' thin' is growin'; Medder-larks a-tunin' up An' prairy roosters crowin, Pluvers skimmin' 'cross the plow-land. Kill-deers flickerin' 'round the sl'ugh. 110 These here little piper-snipes, they're Sort o' bobbin' 'round there, too; An' the cat-bird an' the robin Give a daily concert, free, While the red-head drums an encore Frnm the old dead apple-tree; Pee-wees callin' from the gatepost. Quails a-whistlin' in the wheat, Purt' nigh ever' thin' is singin', Er is laughin', that ye meet. An' them fuzz-buds on the willers, An' the dogwoods, bloomin' white, An' the red-buds, an' the haAvbloom, Make a mighty purty sight. An' the leaves, so small, their shadders Looks like freckles on the ground. An' the sunshine sneakin' through 'em Seems ter be a-huntin' 'round Jest ter get ter kiss the daisies; While the breezes, whisperin' by. Up among the noddin' tree-tops, Is a-tellin', on the sly. An' the sky, away up yander, Somehow seems a deeper blue. As if some fust-class good painter Had been paintin' it, anew. An' the clouds that float across it, White as swan upon a stream. Kind o' seem to fade an' scatter IJke the framework of a dream. Like ter git out on the south slope In the blue-grass, soft an' green, Where the little Johnnie-jump-ups Is a-growin' in between; Where the dandelions blossom, An' the love-in-tangles creep Ill By the brook that keeps a-hiiighin' Like a baby in its sleep. Like ter jest lay down an' listen Ter the jimbled, joyful rhyme, 'Till y' think that uatur' kep' a school An' that this 'uz recess-time. ARBOR DAY MARCH. By Ellen Beauchamp. Air— Marching Through Georgia. Celebrate the Arbor Day With march, and song, and cheer. For the season comes to us But once in every year; Should we not remember it And make the mem'ry dear, Memories sweet for this May day? CHORUS. Hurrah! Hurrah! The Arbor Day is here, Hurrah! Hurrah! It gladdens every year; So we plant a young tree on blithesome Arbor Day. While we are singing for gladness. Flow'rs are blooming all around. Are blooming on this day; And the trees with verdure clad, Welcome the month of May, Making earth a garden fair To hail the Arbor Day, Clothing all nature with gladness. 112 ARBOR DAY ANTHEM. Tune — America . Joy for the sturdy trees! Fanned by each fragrant breeze. Lovely they stand! The song-birds o'er them thrill, They shade each tinkling rill. They crown each swelling hill, Lowly or grand. Plant theaii by stream or way. Plant where the children play And toilers rest; In every verdant vale. On every sunny swale, Whether to grow or fail, God Ivuoweth best. Select the strong, the fair, Plant them with earnest care- No toil is vain. Plant in a fitter place, Where like a lovely face. Set in some sweeter grace. Change may prove gain. God will his blessing send- All things on him depend. His loving care Clings to each leaf and flower Like ivy to its tower. His presence and his power Are everywhere. — Dr. S, F. Smith, author of America. 113 NAMING THE APPLE SEEDS. AT PLAYTIME. By Benj.§. Parker. Mary ate a winter apple With that awkward Jim; "One I love and two 1 love, "And three," she glanced at him; Jimmy, blushing like a red rose, Turned his head aAvay, "Three," continued winsome Mary, "Three I love, they say." Little lass, that named the apple. Let the secret out; "Name is Jim I" the minxie shouted Solving thus the doubt. But, if Mary heard or heeded, Nothing she denied. Counting out the seeds to Jamie Blushing at her side. Then th' simpering big girls giggled As they stood apart; "Four I,"— and Jim almost fainted; "Love with all my heart." Thus went on that teasing ISIary In her lightsome way. And her dapper-beaux re-echoed "Five I cast away!" "Six, he loves!" "ha! ha!" they cackled, "Seven"— and will she dare Say she loves that awkward fellow With the sandy hair? "Seven she loves!" "but who?" cried one beau- Mary did not tarry; "Eight they both love," and the last seed (8) 114 Counted "tM^elve, they'll marry." Much the giggling girls were puzzled And the beaux perplext, While Jim wondered at his grammar What was coming next. Jamie! Jamie! what was coming? Now thou'rt old and gray, Yet sly Mary whispers softly "Three I love, they say." THE LITTLE-RBD-APPLE TREj^J. By James Whitcomb Riley. The Little-red-apple Tree!— . O the Little-red-apple Tree! When I was the little-est bit of a boy. And you were a boy with me! The bluebird's flight from the topmost boughs, And the boys up there— so high That we rocked over the roof of the house And whooped as the winds went by! Ho! The Little-red-apple Tree! With the garden-beds below. And the old grape-arbor so welcomely Hiding the rake and hoe; Hiding, too, as the sun dripped through In spatters of wasted gold, Frank and Amy away from you And me in the days of old. 115 The Little-red-apple Tree!— Ill the edge of the garden-spot. Where the apples fell so lavishly Into the neighbor's lot;— So do I think of you, Brother of mine, as the tree,— Giving the ripest wealth of your love To the world as well as me. The Little-red-apple Tree! Sweet as its juiciest fruit Spanged on the palate spicely. And rolled o'er the tongue to boot. Is the memory still and the joy Of the Little-red-apple Tree, When I was the little-est bit of a boy And you were a boy with me! AN AUTUMN LEAF. By Benj. S. Parker, Newcastle. Dipt in the fountain of the sunshine, And fresh from the bath arisen, A scarlet leaf from a climbing vine Falls into an old man's prison, And his faint heart feels a sudden thrill, And a strange surprise of joy, - For he thinks of the scarlet oaks on the hill. And himself a little boy. The leaf, with the sunshine in its heart, Down fluttering seems to say, "I am of thy better life a part, A part of thy fair, young day. I'm ripened in sun and rain and frost, And whatever is fair in me, I bring to thee from a day long lost For a day that is to be." 116 \A'i1hered by storm and blight and pain. And weakness that men call sin, The life that shall never be whole again Is touched to the sweet within By a gentler pressure than that of grief, Or the thought of prison and hate, And the old man lifts to his lips the leaf, And whispers, '"Tis not too late." OCTOBER'S BRIGHT BLUE WEATHER. By Helen Hunt Jackson. (For children.) Sun and skies and clouds of June, And flowers of June together. Ye can not rival for one hour October's bright blue weatner. When loud the bumble bee makes haste. Belated, thriftless vagrant. And goldenrod is dying fast, And lanes Avith grapes are fragrant. When gentians roll their fringes tight To save them for the morning. And chestnuts fall from satm burrs Without a sound of warning. When on the ground red apples lie In piles like jewels shining. And redder still on old stone walls Are leaves of woodbine twining. When all the lovelj^ wayside things Their white-winged seeds are sowing, And in the fields still green ana fair. Late aftermaths are growing. 117 When springs run low, and on the brooks. In idle golden freighting, Bright leaves sink noiseless in the hush Of woods, for winter waiting. O sun and skies and flowers of June, Count all your boast together. Love loveth best of all the year October's bright blue weather. SEPTEMBER. By Helen Hunt Jackson. (For children.) The goldenrod is yellow; The corn is turning brown; The trees in apple orchards With fruit are bending down. The gentian's bluest fringes Are curling in the sun; In dusty pods the milkweed Its hidden silk has spun. The sedges flaunt their harvest In every meadow nook; The asters by the brookside Make asters in the brook. From dewy lanes at morning The grapes' sweet odors rise; At noon the roads all flutter With yellow butterflies. By all these lovely tokens September days are here. With summer's best of weather, And autumn's best of cheer. 118 AN EXTRACT FROM "ARBOR DAY." By John Gilmore Chafee, Greencastle. O, let US plant a. tree! each one a tree, Whose spreading roots shall pierce the mellow mold, Whose buds shall odorize the vernal air, Whose trembling leaves shall fan the summer breeze; A tree, beneath v^^hose cooling shade at noon, When the wide air doth flame w^ith sultry heat— The weary pilgrim may sit down and rest; A tree, where insects may disport at noon, Or shelter from the night, or beating storm- Where birds may come to build their nests and sing, And dulcet winds may play at harmonies That to the meditative mind do breathe A sweeter music than the viol strains That time the dancer's gay and flying feet- Music sweeter than aught save that that drips From the soft melody of flowing brooks. O, let us plant a tree, each one a tree. For fruitage or delight, for human need Provisional, or to adorn the scene And make the world more bright and beautiful A tree where light and shade swift interchange 'Mid ceaseless motion of the swaying green, A tree whosiB image shall impress itself In many happy minds, a memory Of joy when life grows weary in the way. For thoughts of purity and beauty rest The mind, as tree shades rest the weary form. O, why not plant a tree, to live and grow When planting hands shall crumble into dust? A clumsy hand may plant a graceful tree. And thus add grace and beauty to the world. Cover the scion's roots with mellow mold, And nature's hand will nurture up the tree Lifting its royal coronal on high 119 And widely spreading forth its bannered boughs. Of all the lovely forms that nature rears The world has nothing lovelier than trees. Behold them rise so airily and fair; What grace of motion in their waving boughs; They break the dull monotony of plains, And fringe and ornament the rugged hills, And dress in Eden beauty the sweet vales, And border gracefully the flowing streams Till the whole landscape glows in coloring Soft and warm to the eye, and to the brain A picture beautiful, and to the soul Much more— a charming symbol typical Of something yet un«een, invisible, Yet all immortal in the life beyond. THE BLOSSOMS ON THE TREES. By James Whitcomb Eiley. Blossoms crimson, white or blue, Purple, pink, and every hue. From sunny skies to tintings drowned In dusky drops of dew, I praise you all, wherever found, And love you through and through— But, Blossoms on the Trees, With your breath upon the breeze, There's nothing all the world around That's half as sweet as you! 120 Conld the rhymer only wring- All the sweetness to the lees Of all the kisses clustering In juicy Used-to-be's,- To dip his rhymes therein and sing The blossoms on the trees — *'0, Blossoms on the Trees," He would twitter, trill and coo, "However sweet, such songs as these Are not as sweet, as you; For you are blooming melodies The eyes may listen to!" THE ROSE. By Isaac"*Watts. How fair is the rose! that beautiful flower, The glory of April and May; But the leaves are beginning to fade in an hour, And they wither and die in a day. Yet the rose has one powerful virtue to boast, Above all the flowers of the field; When its leaves are all dead, and its fine colors lost, Still how sweet a perfume it will yield! So frail is the youth and the beauty of men. Though they bloom and look gay like the rose; But all our fond care to preserve them is vain, Time kills them as fast as he goes. Then I'll not be proud of my youth nor my beauty, Since both of them wither and fade; But gain a good name by well doing my duty; This will scent like a rose when I'm dead. 121 A LAUGHING CHORUS. By Emerson. Oh such a commotion under the ground When March called, "Ho, there! ho!" Such spreading- of rootlets far and wide. Such whispering to and fro And "Are you ready?" the Snowdrop asked, "'Tis time to start, you know." "Almost, my dear," the Scilla replied, "I'll follow as soon as you go." Then "Ha! ha! ha!" a chorus came Of Inughter soft and low From the millions of flowers under the ground- Yes— millions— beginning to grow. "I'll promise my blossoms," the Crocus said, "When I hear the bluebirds sing." And straight thereafter Narcissus cried, "My silver and gold I'll bring." "And ere they are dulled," another spoke, "The Hyacinth bells shall ring." And the violet only murmured, "I'm here," And sweet grew the air of spring. Then "Ha! ha! ha!" a chorus came Of laughter soft and low From the millions of flowers under the ground- Yes — millions — beginning to grow\ Oh, the pretty, brave things! through the coldest days Imprisoned in wall of brown. They never lost heart though the blast shrieked loud, And the sleet and the hail came down; But patiently each wrought her beautiful dress. Or fashioned her beautiful crown. And now they are coming to brighten the world, Still shadowed by winter's frown; 122 And well may they cheerily laugh, "Ha! ha!" In a chorus soft and low, The millions of flowers hid under the ground- Yes— millions— beginning to groAv. BUILDING THE BIRCH CANOE. Longfellow's Hiawatha. In studying this poem the teacher should supple- ment the text with pictures of the different trees named in the poem. Also description and discussion of where they are found and of the quality and use of their wood. The pupils should draw pictures of the trees, describe them, and also be able to reproduce this portion of Hiawatha's story in simple prose. I. "Give me of your bark, O Birch tree! Of your yellow bark, O Birch tree! Growing by the rushing river. Tall and stately in the valley! I a light canoe will build me, Build a swift cheemaun for sailing. That shall float upon the river. Like a yellow leaf in autumn. Like a yellow water lily!" With his knife the tree he girdled; Just beneath the lowest branches, Just above the roots he cut it, Till the sap came oozing outward; Down the trunk, from top to bottom, Sheer he cleft the bark asunder. With a wooden wedge he raised it. Stripped it from the trunk unbroken. 123 II. "Give me of your boughs, O Cedar! Of your strong and pliant branches, My canoe to make more steady, Make more strong and firm beneath me!" Through the summit of the Cedar Went a sound, a cry of horror, AVent a murmur of resistance, But it whispered, bending downward, "Take my boughs, O Hiawatha!" Down he hewed the boughs of Cedar, Shaped them straightway for a framework, Like two bows he formed and shaped them, Like two bended bows together. "Give me of your roots, O Tamarack! Of your fibrous roots, O Larch tree! My canoe to bind together, So to bind the ends together. That the water may not enter. That the river may not wet me! And the Larch, with all its fibres, Shivered in the air of morning. Touched his forehead with its tassels, Said, Avith one long sigh of sorrow, "Take them all, O Hiawatha!" From the earth he tore the fibres, Tore the tough roots of the Larch tree. Closely sewed the bark together, Bound it closely to the framework. IV. "Give me of your balm, O Fir tree! Of your balsam and your resin, So to close the seams together That the water may not enter. That the river may not wet me!" 124 And the Fir tree, tall and sombre. Sobbed through all its robes of darkness, Rattled like a shore with pebbles, Answered wailing, answered weeping, "Take my balm, O Hiawatha!" And he took the tears of balsam, Took the resin of the Fir tree, Smeared therewith each seam and fissure, jMade each crevice safe from water. V. Thus the birch canoe was builded In the valley by the river. In the bosom of the forest; And the forest's life was in it, All its mystery and its magic, All the lightness of the birch tree. All the toughness of the cedar. All the larch's supple sinews; And it floated on the river Like a yellow leaf in autumn, Like a yellow water lily. PLANT TREES AND PROTECT THE BIRDS By Mabel Osgood Wright. When we cut down a tree without planting another Ave make the world poorer. Trees are not only things of beauty, but they give us shade, fuel and wood for house-building and furnishing. Besides these benefits trees protect our rivers and water-courses from dry- ing away. A treeless land is a dry, weary, unfruitful country. We may plant trees or carefully guard those al- ready groAvn, but we can not always protect them 125 from their insect enemies. We may spray the fruit trees in garden or orchard, but who can protect the woodlands or check the insects in grain or hay fields but the birds? The birds that Nature has decreed shall do this work and has therefore banded into guilds to patrol the earth, trees and sky. It seems very strange that it is necessary to ask protection for these able workmen, but many people seem to think that the supply of wild birds is inex- haustible, that they may be shot and their nests robbed at will, and still that they will appear each spring from some mysterious place. Country children should be wiser than this; do they not all know that if setting hens are robbed there will be no chickens in the poultry yard? Therefore if birds' nests are robbed, where are the birds to come from? The fact is that too few children realize just what damage they are doing in meddling with eggs; they do not seem to understand that— "The blue eggs in the robin's nest Will soon have beak and wings and breast And flutter and fly away." They covet those eggs and take them, and so until they understand, the law of the State wisely says that it means to stop this robbery and prevent bird families from being broken up, and every child in the land can do something to uphold the law and aid it in protecting the birds. PLANT TREES. Lines written for an agricultural exhibition in 1858, by John G. Whittier. This day, two hundred years ago, The wild grape by the river's side, And tasteless groundnut trailing low, Tlie table of the woods supplied. 126 Unknown the apple's red and gold, The blushnig tint of peach and pear; The mirror of the Powow told No tale of orchards ripe and rare. Wild as the fruits he scorned to till, These vales the idle Indian trod; Nor knew the glad creative skuI,— The joy of him who toils with God. O Painter of the fruits and flowers! We thank thee for thy wise design WherelJy these humble hands of ours In Nature's garden work with thine. And thanks that from our daily need. The joy of simple faith is born; That he who smites the summer weed. May trust thee for the autumn corn. Give fools their gold and knaves their power Let fortune's bubbles rise ana fall; Who sows a field or trains a flower. Or plants a tree, is more than all! For he who blesses most is blest, • . And God and man shall own xns worth Who toils to leave as his bequest, An added beauty to the earth. And soon or late to all that sow, ' A time of harvest shall be given; The flowers shall bloom, the fruit shall grow. If not on earth, at last in heaven. 127 SELECTIONS. For convenience of teachers who have access to libraries, the following list of selections, which are not printed in this circular, is given: The Holly Tree Southey. Woods in Winter . Longfellow. Mountain Daisy Burns. Forest Song Venable. Forest Trees Cook. Among the Trees Bryant. In a Forest Southey. Under the Willows Lowell. Little Acorn Mrs. Huntington. Building of a Ship Longfellow. Song to the Trees Miller. In the Sugar Camp ^ Alice Cary. The Planting of the Apple Tree Bryant. The Elm Tree and the Vine Bryant. The Last Walk in Autumn Whittier. The Reaper and the Flowers Longfellow. The Palm Tree Whittier. Under the Violets Holmes. The Willow Mrs. Hemans. To a Pine Tree Lowell. Summer Woods Mary Howitt. Golden Rod Elaine Goodale. •Historic Trees Delano. Autumn Woods Bryant. The Lumbermen Whittier. Jack-in-the-Pulpit Whittier. Our Almanac T. B. Aldrich. The Voice of the Grass Sarah Roberts. The Ivy Green Charles Dickens. The Story of the Moming-Glory Seed.. St. Nicholas, '88. The Arab to the Palm Bayard Taylor. 128 The Greenwood Tree Shakespeare. Under the AVashington Elm, Cambridge Hohnes. An April Day Longfellow. The Oak Lowell. If you find it impossible to prepare a program of ex- ercises for Arbor Day, plant the trees without one. RESOLUTIONS ADOPTED BY THE AUDUBON SOCIETY. "Resolved, That a committee of three be appointed by this Society to assist the State Superintendent of Public Instruction to arrange for an Indiana Bird Day, or in the adoption of such other method as may most effectively stimulate in our school children an interest in the preservation of our native birds, and that this Society pledges the Superintendent the sum of fifty dollars, to be paid as premiums for papers by the school children during the year 1901, on the subject of birds, on the condition that all papers so offered are to become the property of this association. -Resolved. That the fifty dollars thus pledged shall be expended as follows, to wit: "1. High school scholars, first premium, $15.00; high school scholars, second premium, $10.00. "2. Grades 8, 7 and G, first premium, $10.00; Grades 8, 7 and 6, second premium, $5.00. "3. Grades 5 and 4, first premium, $7.00; Grades 5 and 4, second premium, $3.00. "Resolved, That the awards of premiums shall be made by a committee, consisting of Messrs. A. W. Butler, George F. Bass and Mrs. ]\2. N. McKay, and that all papers submitted for examination sYiall be sent to F. L. Jones, Superintendent of Public instruc- tion, on or before January 1, 1902." 129 THE PLEDGE. ' Teachers may easily organize branch Audubon So- cieties by copying the pledge and letting the children who are willing sign their names below. The pledge is as follows: "Being in sympathy with the purposes of the Au- dubon Society, I agree not to kill birds (excepting game birds), nor to rob their nests; and not to wear feathers other than quills, cock's tails and ostrich plumes." Teachers should keep a list of members and send the number of the same to the State Superintendent of Public Instruction at Indianapolis. JOHN JAMES AUDUBON. By D. R. W. Children, do you all know what we are celebrating here to-day? We are doing honor to the trees and birds. We are trying to encourage you to plant trees and to care for them, and then to be interested in the little creatures that live in the trees. To understand them and so love them that not a bird in Connecticut shall ever be made nervous by the sight of a sling- shot or by seeing the body of a dead relative on some little girl's hat. The birds have not had many friends to protect them in the past. It is only lately that in some of the States, large numbers of men, women and chil- dren have formed themselves into companies for bird study and protection, called "Audubon Societies." Now, Audubon, for whom these aocietlea are named, was one of the very firit friend* the birdi (9) 130 ever had in this country. He loved them for their beauty and for their wild, shy ways from the time when he was a little ,boy. John James Audubon was born in Louisiana about a hundred and twenty-five years ago, only a few years before we made our Declaration of Independ- ence. It was an interesting time to be an American boy, and Audubon was always proud to remember that his father had been the friend of Lafayette and Washington. He was taken when still a child, to France, his mother having met with a most tragic death during an insurrection of negroes in Santo Do- mingo. A most charming French woman soon be- came his father's second wife, but unlike the usual fairy-story stepmother, she was almost too kind and too indulgent to our little John. While his father was away in America, on missons for France, all she asked of the little boy was to be happy, and happy he was in his own way. In the morning he was off for the woods with his lunch basket, filling it before his return with all sorts of curiosities in the way of flowers, lichens and queer pebbles. His father had always loved those things himself, and had encour- aged his boy when they had taken their walks to- gether, in every little habit of observation. But he was not satisfied on his return because the lessons had been neglected on account of these collections. For many years our young naturalist was kept away from home at school, where more attention was given to the study hour. Every leisure moment, however, was spent in the woods. Each creature there had its charm, and not a bird flitted past him but was watched and listened to till every habit and note was familiar. He was never satisfied 'till he had ex- amined closely every one of them, but he soon found that to simply possess a dead bird was a very unsat- isfactory and disappointing affair. It was then he made his first attempt to reproduce them on paper, making them as life-like as possible. Fortunately he 131 had always found drawing one of the most fascinat- ing of his studies, and by the time he left France, at seventeen years of age, to make his home in America, he had more than two hundred drawings of birds. His father gave him a farm near Philadelphia, and I suppose expected him to make his fortune; and so he might have done if he had given half the time and attention to it that he did to his little feathered friends. He married a lovely English girl who lived near him in Pennsylvania and together they went to Ken- tucky to found a home and fortune in that new coun- try. But always there was the same Audubon finding his best pleasures in the leafy stillness of the woods and gaining comfort for his many business disap- pointments in the songs of his little friends. He had known the woods about New York and Philadelphia very well and now he wandered for months at a time through the western wilds. We can imagine him, the figure we have become so familiar with from the pic- tures, with his sturdy frame, his large piercing eyes and the long hair curling on his shoulders resting for hours under the v,ide leafy dome and watching the flitting creatures about him. Many a time he was without a dollar in his pocket with which to supply the needs of his wife and chil- dren, but he never lost interest in the wonderful set of drawings he was making of American birds, nor did his wife fail to sympathize with him and to help all she could by bearing cheerfully their many hard- ships. After his bird pictures were made, how was he to have them printed? It was finally arranged with great difficulty that he should go to England and try to have his work lithographed by persuading enough rich men to subscribe to it to pay the ex- penses. For ten years Audubon carried the drawings from place to place in England, Scotland and France. A little story is told of his modesty and fright in ap- proaching the house of Lizars, the skilled engraver. 132 He hardly dared to open his portfolio, and with trem bling hands he showed the hrst drawing. Mr. Lizars sprang from his seat exclaiming: ''Oh! I never saw anything like this before." One hundred and forty-four subscribers were se- cured for the book, and it was the means of placing Audubon and his family in comfortable circum- stances for the rest of his life. There are one hun- dred and seventy-five of these original copies known to be in existence, eighty of which are in America. The cost of printing them was over one hundred thou- sand dollars, and the copies that are rarely thrown on the market now bring from fifteen hundred to two thousand dollars. You may be sure that after this success Audubon returned to his beloved America. He never became too old or too rich to lose his interest in the woods. He started a work on quadrupeds with Dr. Backman, following the same plan as the one on birds, and his son finished it after his death. The last house that he occupied and where he lived in comfort and with honor, was a farm that is now a part of New York City. You may have heard of Audubon Park. That park is a part of the old Audubon farm. So if any one asks you who Audubon was, and why American children should honor him, say: "He was the first man to devote his life to the study of the birds of our wonderful country, and the beautiful portraits he painted of them have made these feathered brothers known all over the world." And perhaps if there is a library in your town you too may be fortunate enough to see Audubon's "Birds of America." 183 [The following selections are suggested as suitable for th( Bird Day Program.] THE BUTE HERON. By Maurice Thompson. The Great Blue Heron, often called the Blue Crane, is found throughout the State, along streams and about lakes, in spring and summer. In a few locali- ties they nest in companies. These nesting sites are called "Heronries." They are principally grayish- blue. When standing erect they are nearly four feet talL The White Herons are also found in this State. They are generally called Egrets. Their numbers are greatly diminished by reason of the immense num- bers that have been killed in Florida and elsewhere to furnish plumes for women's hats. Where water-grass grows ever green, On damp, cool flats by gentle streams. Still as a ghost and sad of mien. With half-closed eyes, the heron dreams. Above him, in the sycamore, The flicker beats a dull tattoo; Through pawpaw groves the soft airs pour Gold-dust of blooms and fragrance new. And, from the thorn it loves so well. The oriole flings out its strong. Sharp lay, wrought in the crucible Of its flame-circled soul of song. The heron nods. The charming runes Of nature's music thrill its dreams; The joys of many Mays and Junes Wash past him like cool summer streapi*^. 134 What tranquil life, what joyful rest, To feel the touch of fragrant grass, And doze like him, while tenderest Dream waves across my sleep would pass! THE TITMOUSE. By R.W. Emerson. Page 14, Poetry of Ornitliology. The Titmouse to which Emerson alluded is the "Black-capped Chickadee." It is found throughout northern Indiana, and in the southern half of the State is replaced by the Carolina Chickadee, which resembles it very closely. These birds may be found all the year round. They are small, grayish birds, with black caps and throats. In winter they are often found in company with other small birds. Up, and away for life! be fleet! The forest king ties my fumbling feet, Sings in my ears, my hands are stones, Curdles the blood to the marble bones, Tugs at the heart strings, numbs the sense, And hems in life with narrowing fence. Well in this broad bed lie and sleep. The punctural stars will vigil keep; Embalmed by purifying cold. The winds shall sing their dead march old; The snow is no ignoble shroud. The moon thy mourner, and the cloud. goftiy—but this way fate was pointing, 'Twas coming fast to such anointing. When piped a tiny voice hard by. 135 Gay and polite, a cheerful cry, Chick-cliickadeed! saucy note, Out of sound heart and merry throat. As if it said, "Good day, good sir, Fine afternoon, old passenger! Happy to meet you in these places, Where January brings few faces." Here was this atom in full breath, Hurling defiance at vast death; This scrap of valor just for play. Fronts the north wind in waistcoat gray, As if to shame my weak behavior; I greeted loud my little savior, "You pet! what dost here? and what for? At this pinch, wee San Salvador! What fire burns in that little chest. So frolic, stout and self-possessed? Henceforth I wear no stripe but thine; Ashes and jet all hues outshine. Why are not diamonds black and gray? And I affirm the spacious north Exists to draw thy virtues forth. I think no virtue goes with size; The reason of all cowardice Is, that men are overgrown. And, to be valiant, must come down To the titmouse dimension. I think old Caesar must have heard In northern Gaul my dauntless bird. And, echoed in some frosty wold, Borrowed by battle numbers bold. And I will write our annals new, And thank thee for a better clew^ I, who dreamed not when I came hero To find the antitode of fear. Nor hear the say in Roman key, Paean, veni, vidi, vici." 186 THE BOBOLINK— "ROBERT OF LINCOLN." By William Cjallen Bryant. Page 16, Poetry of Ornithology. The Bobolink is found in summer in many localities in northern Indiana. Some places it is very common. It frequents pastures, meadows and the drier marshes. The male is black, with white along its entire back. The female is grayish and brownish striped looking somewhat sparrow-like. The male assumes the plumage of the female late in summer. In southern Indiana they are found as migrants principally in spring. From the time of their arrival until early July the male sings a beautiful song. Robert of Lincoln is gaily drest, Wearing a bright black wedding coat; AVhite are his shoulders and white his crest, Hear him call in his merry note: Bob-o'-link, Bob-o'-link, Spink, spank, spink; Look what a nice white coat is mine. Sure there never was a bird so fine. Chee, chee, chee. Robert of Lincoln's Quaker wife. Pretty and quiet with plain brown wings, Passing at home a patient life, Broods in the grass while her husband sings: Bob-o'-link, Bob-o'-link, Spink, spank, spink; Brood, kind creature, you need not fear Thieves and robbers while I am here. Chee, chee, chee. 137 THE MEADOW LARK. By Clinton Scollard. Page 17, Poetry of Ornithology. The Meadow Lark is common throughout Indiana from early spring until winter. In the southern part of the State they are usually, and farther north rarely, found in winter also. They frequent meadow s and pastures. The upper parts are buff and black striped. The throat and under parts conspicuously yellow, with a black crescent on the breast. Its strik- ing song from fence or tree is often said by farmers to i'u.y, "Laziness will kill you." You may think it sounds like "Es-sie-de-ar." Born of the summer sunshine's bounteous gold, Clear chorister in the damask courts of dawn, i From whispering winds your ijlaintive notes were - drawn. Some long forgotten morningtide of old, For you the red-lipped poppy-buds unfold. For your pale shoots of spring flowers haunt the lawn, And gracefully as does the graceful fawn, Sweet marguerites their dainty heads uphold. Whene'er I see you wing your fearless flight Across the amber amplitudes of air, Your breast resplendent like a glowing shield. You seem a joyous messenger of light, Descending from heavenly kingdom where The sainted dwell, in rapture unrevealed. k 138 THE SANDPIPER. By Celia Thaxter. Page U, Birds and Poets. Several kinds of Sandpipers are to be found along the shores of the streams and lakes of Indiana in spring, summer and fall. The Spotted Sandpiper is generally distributed, and its well-known call, "Peet- peet," is to be heard about every body of water in spring and summer. Across the narrow beach we flit, One little Sandpiper and I; And fast I gather, bit by bit, The scattered driftwood, bleached and dry. The wild waves reach their hands for it, The wild wind raves, the tides run high. As up and down the beach we flit- One little Sandpiper and I. Above our heads the sullen clouds Scud black and swift across the sky; Like silent ghosts, in misty shrouds Stand out the white lighthouses high. Almost as far as eye can reach I see the close-reefed vessels fly. As fast we flit along the beach- One little Sandpiper and I. I watch him as he skims along Uttering his sweet and mournful cry; He starts not at my fitful song, ^r flash of fluttering drapery. He has no thought of any wrong; He scans me with a fearless eye. Stanch friends are we, well tried and strong, The little Sandpiper and I. 139 Comrade, where wilt thou be to-night When the loosed storm breaks furiously My driftwood fire will burn so bright! To what warm shelter canst thou fly? I do not fear for thee, though wroth The tempest rushes through the sky: For are we not God's children both, Thou little Sandpiper and I. THE YELLOW THISTLE BIRD. By S.B.MoManus. The American Goldfinch is known in some localities as "Yellow Bird" and Thistle Bird. They are found all year in this State. In summer the males wear attractive colors— bright yellow, with top of head, wings and tail black. The females are duller. In winter both sexes are duller than the females in sum- mer. They fly through the air with a galloping mo- tion, repeating their call "Per-chi(!-o-ree" as they go. They frequent lettuce patches hemp stalks and this- tles when the seed is ripe. In the clearin', where the thistle, an' poke an' fire- weed. Place their feet among the ashes and sow their har- vest seed, Ther' the little yeller thistle bird goes swingiu' through the sky, Like they's ridin' on the ocean when the waves were wavin' high. An' they look like dandelion blows, got loose and given wings An' a voice (made up ter me, it seems, of the finest fiddle strings); 140 An' they dance among the posies with the snarlin' bumblebee, Cuttin' up their shines an' capers, that malie me laf to see. , An' there hain't a bird that's mean enough to tech the little mites, An' I kinder think they're lookin' out ter see they get their rights. They're like children in the clearin', playin' they was married folks. For they never seem in airnest, but air allers full o' jokes. An' they look so outer place like, 'mong the stumps'n' burnin' logs. With the hot wind whirlin' madly till your very breath it clogs. I stop sometimes to watch them, an' they rest me like a cup Uv water cool and sparklin' jest from the spring dipped up; An' sometimes my gold-haired baoy, with my dinner in a pail, Comes to me, an' I leave the wedge still sticking in the rail,— An' we set down clost together like es if we's only one, An' we eat 'n' laf, 'n' visit till ther' isn't left a crum'. Then she wanders 'round the clearin' jest as busy as I am, An' my work seems twice as easy, 'n' I feel so stout 'n' calm. An' the yeller birds fly near her, jest es if they knowed her too, An' wor hankerin' fer her lovin' es I half suspect they do; While I get the birds 'n' babies all kinked up in my heart, 141 Fer when they're nigh about me, I kent keep them quite apart. But the yeller birds keep singin', an' my gal has wandered home, An' I get my thoughts untangled, which, sometimes may like to roam. They make me think of babies in a home wher' all the rest Air old, 'n' gray, 'n' wrinkled, 'n' in ugly homespun drest, Er a thought thet God made livin' when He blest the waitin' band Of children, an' upon their heads he laid his lovin' hand. BIRDS ON THE PICKET LINE. By Lee O.Harris. The first glad winds of the morning swept Over the crest of the mountain wood; The first gray light of the dawn had crept Down where the blue-clad picket stood. Across the hollow a man in grey Had watched, like him, all the long night through. Intent to shed at the dawn of day A redder stain than the morning knew. The morn shed life in her glowing path; The winds sang peace through the forest reach; But the hearts below were hot with wrath. As cheeks were laid to the rifle's breech, pne lurking place was a vine-clad screen, ' The other, sweet with the roses' breath, jfet hate crossed hate through the space between, And death looked into the face of death. 142 God pity us all this lust for blood- One moment more and the death had sped; One little moment and God's green wood Had sepulchred war's uncoffined dead. But ere from the deadly rifles rang The war-god's cry through the startled grove, A bird sprang up from its nest and sang Its morning hymn to the God of love. From tree and thicket an answering song, Another, another, till, near and far. The message of love was borne along Above the hate and the wrath of war, Then each man rose from his hidden lair, As one ashamed of a thing amiss. And wrinkled foreheads grew smooth and fair. As when they leaned to a mother's kiss. Two rifle-butts to the glad earth sank; Two faces glowed like the coming dawn; Then: "How'r'you Johnny?" and, "How'd'ye Yank?' The morning hymns of the birds rang on; The soldiers listened intent and mute. Then, half in courtesy, half in shame. Two hands were raised in a swift salute; Two foemen went by the way they came. God pity us when the heart's unrest Can drag the soul in its captive train; God pardon us all this wrath unblest, That brands the race with the mark of Cain. But blest be the influence sent that day To soften hatred to gentle words, Till war forgot he had come to slay. And bowed his crest to the woodland birds. 143 THE BIRDS' ORCHESTRA. By CeliaThaxter. Bobolink shall play the violin, Great applause to win; Lowly, sweet and sad the meadow lark Plays the oboe, Hark! That inspired bugle with a soul— 'Tis the oriole; Yellow-bird the clarionet shall play, Blithe and clear, and gay. Purple finch what instrument will suit? He can play the flute. Fire- winged blackbirds sound the merry fife, Soldiers without strife; And the robins wind the mellow horn. Loudly eve and morn. Who shall clash the cymbals. Jay and Crow; That is all they know. Hylas twang their harps so weird and high, Such a tuneful cry; And to roll the deep melodious drum, Lo! the bullfrogs come! Then the splendid chorus who shall sing Of so fine a thing? Who the names of the performers call, Truly one and all? Bluebird, bunting, cat-bird, chickadee, (Phoebe bird is he). Swallow, creeper, crossbill, cuckoo, dove. Wee wren that I love; Brisk fly-catcher, finches— what a crowd! King bird whistling loud; Sweet rose-breasted grosbeak, wren, thrush, Hear these two and hush; 144 Scarlet tanager, song-sparrow small, (Dearer he than all; At the first sound of his friendly voice, Saddest hearts rejoice). Redpoll, nuthatch, thrasher, plover gray- Curlew, did I say? What a jangling all the grakles make! Is it some mistake? Anvil chorus yellow hammers strike. And the wicked shrike. Harshly creaks like some half-open door He can do no more. THE BONNY BROWN QUAIL. By Lee 0. Harris, Greenfield, Ind. The quail known as "Bob White," from its well- known summer call, is found throughout the year all over our State. The song, the song of the bonny brown quail! My heart leaps up at the joyous sound. When first the gleam of the morning pale • Steals slowly over the dewy ground; Ere yet the maples along the hill Are draped with fringes of sunlight gold. r hear the notes of his piping shrill. From hill, and valley, and field, and world— "'Tis light! 'Tls light! Bob White! Bob White!" Then up he springs to the topmost rail And struts and sings in his proud delight, The song of the bonny brown quail. 145 Thus all day long in the tasseled corn, And where the willowy waters flow, In fields by the blade of the reaper shorn; In copse, and dingle, and vale below; Where star-crowned asters delight to stand. And golden rods, in their robes of state; And in the furrows of fallow-land. He calls aloud to his dusky mate: "All right! All right! Bob White! Bob White!" And from her nook where the brambles trail, She guides the course of her whirring flight By the song of the bonny brown quail. O, bonny bird, with the necklaced throat; The song you sing is but brief and shrill, And yet methinks there never was note More sweetly tuned by a master's skill. And like the song of a vanished day, It fills my heart with a subtle joy, Till, all forgetting my locks of gray, 1 mock your whistle, again a boy. "You're right! You're right! Bob White! Bob White!" The hair may whiten, the cheeK may pale; Time only mellow the old delight In the song of the bonny brown quail. When, gliding slowly from east to west. The long black shadows begin to crawl; Ere dew has wetted his speckled breast, The brown quail whistles his loud recall: "Come home! Come home! The wind is still; The light is paling along the sky; The maples are nodding below the hill; The world is sleepy and so am I. Good-night! Good-night! Bob W^hite! Bob White!" The stare keep watch when the sunbeams fail, And morn will waken the golden light. And the song of the bonny brown quail. 146 A whirr of wings o'er the stubble brown; A patter of feet below the hill; A close brown circle, all nestled down— "Bob White! Good-night!" and all is still. The rabbit passes with velvet tread, And eyes of wonder that wink and peep; The winds sing lullaby overhead, And put the bonny brown quail to sleep. Good-night! Good-night! Bob White! Bob White! Would I could hide in the dewy vale. And bid the cares of the world good-night, In song, lilce the bonny brown quail. 147 SOME POEMS SUITABLE FOR RECITATION AND STUDY. The Birds' Orchestra Celia Thaxter. The Robin Celia Thaxter. The Song Sparrow Celia Thaxter. The Blackbird Alice Cary. On Seeing a Wild Bird Alice Cary. To a Seabird Bret Harte. The Swallow Owen Meredith. A Bird at Sunset Owen Meredith. The Titlarli's Nest Owen Meredith. What the Birds Said Whittier. The Sandpiper Celia Thaxter. The Falcon , Lowell. The Titmouse R. W. Emerson. To a Waterfowl Bryant. Robert of Lincoln Bryant. The Return of the Birds Bryant. The Eagle Tennyson. To the Sliylark William Wordsworth. Sir Robin Lucy Larcom. Story of a Blackbird Alice Cary. The Birds of Killingworth Longfellow. The Chickadee Emerson. The Wood Pewee Trowbridge. The Waterfowl Bryant. The Humming Bird Fawcett. The Oriole (in Under the Willows) Lowell. APPENDIX III. PROGRAM RECITATIONS AND STUDY I ell W) ii .9 .S s ^ ^ '3 ce C3 oj © o o A pj 25 >> >J >> •^ •"3 -^^ 3 S s t» ^ ^ Ml 3 5 "i S C« ^ ft^ y s « £ 5 « ] X ^Ji m v: r— r^ r3 s C 03 iC 5X ^*^ ■■ S ^ M ■^ -^ -^ S K Si eS ^ P5 . - 05 . ^. ^ >!:« >,bD >>$? » '5^ ^ s 0 z cc O} OQ PB 5* M o 1 o c 0) ^^• >> " 5a rS be II 1^ p4 .s C3 be ce c <§ >i ^'? 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VI TS -s 3 _5 5 % CO Cfi CO A V c8 « H ^ jj J;; c rt c3 c^ .2 n o ei c3 1^ S s • ;; Vd « (/) 0) >> >. b a 'S> lU u u t- o o s o 0 o m .2 0 ■ •2 tL K w S3 t5 4 >> >. >> '. ^ >.° ^g s ^ tn (0 lU o — .2 c s -C o Ul >-.::^ ® 1 a |3 ^1 © ^2 M rjl ^ 1 ^ ^1 u s o o a ^ 2 i § i . as © ^ o tn 0) lU M S fcjo .2 o Ul 1-5 _o Pi "2 S3 P5 >> ^ ^ % >> Si 2 s a © iN o ?5, N^ 1 5C "S tn * h &» ^ tf) « a. Ul o Ul GC S A 1 o 4> o o ^ P5 •^ >> >> TS g § 3 s a^ m PQ ai CO -VJ 1 2 « § ** © § ^"^JS • tt, S B HI O a -3 " « S w, ■ E Them rade sh< ome afte enient. t« XI > NOTES, 1. The two programs provide for 170 recitations per week in the eight grades. They should be combined in schools with two or more teachers. 2. District schools should be graded to one or the other of the programs; if graded to the first combination— the First, Second, Third, Fifth and Seventh Years— 102 recitations per week, or 20 per day, are necessary; if graded to the second combination— the First, Second, Fourth, Sixth and Eighth Years — 103 recitations per week, or almost 21 per day, are necessary. 3. The program makes the fourth year work rather light, but will give the class a good opportunity to strengthen the History and other work as the needs demand. 4. There should be at least three separate lessons per week in penmanship for the first six years, and three lessons per week in spelling in the fourth, fifth and sixth years. In the spelling work, teachers should use carefully selected words as a basis. 5. The old notion of having the pupils recite every day in J^F^J? F subject is erroneous; especially when we have seven or eight months of school, or when the pupils are strong in the sub- jects. When a class begins to " run behind " it should recite every day; but when it is " running ahead" it should recite three or four times a week only. 6. The program is not made with any thought as to the time of day the different subjects should be studied, and when the classes should recite. Many teachers would have the reading classes re- cite before the first recess ; the arithmetic classes between recess and noon; the geography and grammar classes between noon and recess, and the history and physiology classes, etc., after last re- cess. This feature of the program should be arranged by the County Superintendents and teachers to suit the looal needs. APPENDIX IV. PROCEEDINGS OF THE STATE ANE LOCAL HISTORICAL COMMITTEE. Office of State Librarian, ) Indianapolis, Indiana, June 15, 1900.) The State and Local Historical Committee, authorized by tht Indiana State Teachers' Association, was called to order by its President, Cyrus W. Hodgin. 1. Governor Mount's proclamation concerning the historical use of the Fourth of July was unanimously recommended as a permanent feature of Fourth of July celebrations. 2. It is recommended that at each County Teachers' Association a paper on some phase of Indiana State or local history be prepared by some suitable person and read to the Associa- tion. 3. It is recommended that Indiana Day be placed in the school calendar, and that the collection and preservation of histor- ical material be encouraged. 4. Suggestive Program for Indiana Day, Dec. 11, 1900: ^^^S America. Reading of ftorernor Mount's proclamation. Song Reading .... . . State Superintendent's letter to children. Paper. . . Naming of county, township, county seats, towns, streams. Recitation, " Indiana" Mrs. Bolton. Paper Pioneer Days. Song Talk on Exhiliits.* Song ..... 'Exhibits of old farm implements, household utensils and relies, etc. -159- 160 5. Suggestive topics : a. Mounds and other prehistoric relics. b. Origin of early settlers and whence they came. c. Indian fur traders and trappers. d. Pioneer amusements. e. Pioneer schools. f. Pioneer churches and religious meetings. g. Muster days. h. Natural scenery. i. The pioneer doctor. j. Early courts and legal customs. k. Pioneer transportation and communication. 1. Early " bees," log rollings, quiltings, huskings, etc. 6. *The committee recommends the introduction of Indiana history and civil government into the public schools. 7. Resolved, That we co-operate with the State Librarian in his endeavors to secure for the State important historical collec- tions of books, maps, old letters and other manuscripts. 8. Resolved, That we co-operate with the State Historical Society in gathering materials of State history 9. Resolved, That a suitable person be appointed in each county, by the State Librarian, for the purpose of organizing local historical societies and communicating with the State Librarian. 10. Resolved, That the President of this committee present the work of the committee to the Indiana State Teachers' Asso- ciation. 11. Resolved, That each County Superintendent present to the teachers of his county the plan of this committee. 12. Resolved, That all historical papers, letters, manuscripts and historical documents, or a copy of such, be forwarded to Cyrus W. Hodgin, who will edit such material for publica- tion in the " Imdianian." *For a good text-book on Indiana history and civil govern- ment, see " History and Civil Government of Indiana," by Cyrus W. Hodgin, A. M., Professor of History and Political Economy in Barlham College. Also, " History and Civil Government of Indi- ana," by Prof. Rawles, of Indiana Unirersity. STUDY OF LOCAL HISTORY. A study of the history of science reveals the fact that the growth of man's interest, as exhibited in his selection of studies, has been from the most remote world toward himself. The develop- ment ot our sciences is sufficient evidence of this fact. Man be- gan by the study of astronomy the most remotely related, and so far has finished with sociology-that science most closely related to his everyday livings Not unlike this has been our study of history. We began by studying that particular history most re- motely rel ited to the student, and have progressed almost con- stantly toward that phase of history which is most directly a part of his own individual life and much of which has been enacted within his own time and his own locality. There is nothing but good in a proper study of any history, but our students have been too long led to believe that history has been produced only in for- eign countries or in times long past, and the best remedy for such a misconception is to bring our schools and our clubs— the two modern methods of studentship— to an active appreciation of the fact that every community is making history as real and in many respects as valuable as any history anywhere or of any time. Our people in this comparatively new cou>. try have not yet appreciated the value of local history and of records made "upon the spot." This is especially true in these Central States, where so much time and effort has been consumed in the merely physical aspects of life. Especially have few people of Indiana yet realized the historic value of apparently commonplace occurrences, and we must learn it soon and begin to preserve what we have of historic value or we shall soon have passed the point beyond which it will be impos>ible for us to collect much of our early history, which is vastly significant. In fact, much is already beyond the power of the student or collector. In Germany and England and in some of our own Eastern States almost every community has its club of local students and collectors, and we have already seen how valuable sut^h work is to those people, and ours may be the more valuable if we begin cor- respondingly earlier to collect and preserve our own records. If our clubs and schools should begin now to collect and preserve all facts of local and general interest within a single generation, a degree of intelligence and interest would prevail in our State that is now beyond our highest anticipations. When we shall secure such a library system as shall place a good library in each township in the State, as will doubtless soon be true, then we shall have so many depositories of such local history as will render its perfect preservation not only a possi- bility, but a local pride. The following appended outlines for the study of local history will, it is believed, serve as guides at least to any locality for the study of its history. No one point in either outline will be of value to every locality, but enough may be selected to serve any particular unit of study. ai) -161- OUTLINE FOR THE STUDY OF LOCAL HISTORY. UNIT OF STUDY: COUNTY, TOWN OK TOWNSHIP. I. Conditions Which Made It Desirable as a Homk, Hence Lkd to Its Settlement. 1. ^jroography of the surface: timber, prairie, streams, lake^, hills. 2. Nature of the soil; its formation, adaptability for culti- vation. 3. Chief sources of wealth when settled. 4. Productions of place or immediate surroundings. 5. Kind and relative amount of labor required to bring it to its present condition, II. By Whom Settled. 1. Nationality: by birth, by parentage. 2. From what place directly did the settlers come, if many of them came from one place? 3. Particular incentive vvhich led them to this place. 4. From what conditions of life and from what occupations did they come? 5. What prominent characteristics have the people retained up to the present time, if any? 6. Biographical sketches of characteristic early settlers. III. Map of the Unit of Study. 1. If town, show all details, such as location, prominent buildings, especially of the earlier buildings, and the location of the residences of prominent citizens from the earliest settlement. 2. If county or township, show location of all towns and villages, especially the earlier ones, which may be now in decay. S. Show early natural drainage and present artificial drainage, if it has been changed by the agency of man. IV. Cemeteries. 1. When and where located from the earliest history down to the present, and it will be found desirable to copy the early inscriptions where the stones bearing them are not properly looked after. Later these will be- come valuable local history. 2. Look up early records, for in seme instances records may yet be found of early burials not recorded on stones. -162- 163 V. Transportation and Communication. 1. History in narrative form of each of the following: a. Canals. b. Noted wagon roads. c. Early mail routes. d. Railroads. e. Telegraph. f. Telephone. 2. Chief lines of goods shipped to and from this center. 3. Chief points of shipment both to and from. 4. Is the Unit of Study on any great line of travel be- tween two or more prominent points? VI. Material Progrrss of the Unit of Study. 1. Early industries carried on by individuals or by organized companies. 2. Hive thf© primitive industries developed into the present chief industries or have the industrial lines changed? 3. If the lines have changed assign reasons. Vir. Educational Institutions. 1. Schools. a. When, where and by whom were the earliest located? b. Sketches of )>rominent teachers and student?. c. Promiient schools since organized, not now existing. d. Present schools and teachers. '2. Libraries and Museums, if any. a. When and where established. b. How sustained. c. Prominence reached. d. When in greatest prominence. e. Does the same still continue? f. What ard the present conditions ? g. What is the sentiment of the community with regard to ? 3. Clubs. a. Narrative history of all so far formed. b. Present conditions and leading members in. 4. Newspapers. a. History of each from the first. b. Sketches of prominent men and women con- nected with. VIII. Literary History. 1. Biographical sketches of prominent writers, and especially of those who have written for publica- tion in other than the local papers. 2. (live name, dxto and place of publication of each book, pamphlet, magazine article, or series of arti- cles upon an important suJ>jcctin local i>apers. 164 IX. Churches. 1. When and where was each organized? 2. Give names of charter members. 3. Sketches of most noted pastors, or a co.mplete list if possible. 4. Sketches of the leading workers from the first. 5. Present conditions. X. Charitable, Penal and Correctional Institutions^ 1. Houses for the destitute, dependent and defective. 2. Reformatories. 3. Jails and penitentiaries. XI. Courts. " 1. History of the organization of, 2. Noted judges and attorneys, sketches of. 3. Complete list of court officials from the first. XII. War History, Each War Participated In, Treated Separately. 1. List of enlistments. 2. List of killed in battle or dying from wounds. 3. List of deaths in the army (rom other causes. 4. List and looati )n of m-^mbers still living. 5. Biographical sketches of noted soldiers. XIII. Professional Life, Sketch of. 1. Legal profei^sion. 2. Medical profession. 3. Educational. 4. Ministerial. XIV. Local Government. 1. When organized. 2. What departments when first organized. 3. What departments added since, if any. 4. Make list as complete as possible of officials serving io each department since the organization. XV. Genealogy op the Older Families. 1. Ancestry uf early settlers as far as can be traced. 2. A full record of each branch and each member of the family since settlement in this locality. a. Births. b. Marriages. c. To whom married. d. Deaths. Note.— This material must be collected from church, court and cemetery records and supplemented from the memories of thj older, m(;re intelligent, and more trustworthy citizens. B OUTLINE FOR THE STUDY OF LOCAL HISTORY, Suggestions concerning the work that may be done by a local historical society in collecting, organizing and preserving his- torical materials. Every county should have at least one active historical society. It i^hould enlist in its work teachers, students, preachers, doctors, lawyers, business men, and intelligent farmers and mechanics. In every community there is much valuable material that by prompt action may be collected and preserved, but which in a few years will be lost beyond recovery. It may be in the form of old letters and other manuscripts, of historic pictures, of files of papers, and the reminiscences of reliable old persons. Reports of public officers and of various societies should be filed, and a scrap- book should be used for keeping obituaries of deceased citizens of importance. All these materials should be properly classified and kept by a responsible curator, in fireproof quarters. The society should hold meetings at regular intervals, bi-monthly or quarterly, at which original papers should be presented by com- jictent persons on to)tics of local historical interest, and copies of these papers should be carefully filed. Programs should be made out by a careful committee, for the year in advance. I. Interesting and valuable papers may be written on the phy- sical basis of the county's material development, as, 1. Its geography— limits, area ; surface— hills, valleys, plains, etc., with a map. 2. Its geology: minerals— kinds, quality, quantity, lo- cation; soils— quality and adaptability to various uses; fossil remains of interest; evidences of geo- logic changes through glacial action, etc. 3. Climatic conditions— rain-fall, snow-fall, tempera- ture, floods and droughts and their causes, if they can be discovered in the removal of forests, etc. 4. Fauna and flora— native animals and plants, and changes that have come from the time of early set- tlements to the present. —165— 166 II. other papers, it may be, of equal interest, can be prepared on the archeology of the locality; as, 1. Prehistoric remains-mounds or other earthworks. ■ and various implements of stone, bone, etc. 2. Indian occupants and their manners, customs, etc., in the time previous to the first occupancy by white settlers; Indian wars, massacres or other facts of incidents connected with the relation of whites and Indians; as, Indian treaties, boundaries, reserva- tions, missions, etc. HI But the mo.t interesting and profitable work of the society will be along the lines of the institutional development of the locality, social, industrial, religious, political and educational. The ideas underlying these phases of prog- res« are universal, and their development in the institu- tional forms proceed simultaneously in every com- munity, but in different communities at the same (imc and in the same community at different times the em- phasis may be differently placed. There is practically no limit to the topics that may be treated under these heads. 1. Social. . , i- „„i. a. Social classes-racial, national, sectional. whence they came, social ideas, manners, customs, amusements, etc. b. Family life-size of families, home training o, children, family names and lineages. c. Social orders-lodges, club^-, etc., their pur- poses and accomplishments, past and present^ The saloon as a social center, its good anu evil sides. Antislavery societies, speaker., U.G.R.R. operations, etc. d. Social institutions-organized chanties, hospK als, orphanages, houses of reiuge. reform - tories, punitive institutions, care of po r. County Board of Charities -its origin auU work. , e. Crime-forms, causes, consequences, mobs. noted trials involving the interests ot society. f. Public health-conditions, means, results. 2. Industrial. , i,-„i, „„^ a. Early industries-conditions unaer which car- ried on— household work, spinning, weaving, etc House building, mills of various kinds, b Industrial changes in methods, implements, products, inventions. Account for changes, c Industrial institutions-banks, railroads, man- uficturing corporations, methods, su^'-css, failures. 167 d. Improvement in breeds of stock, stock farms, methods, management. e. Present industrial resources and possibilities. f. Industrial organizations of farmers, mechanics, etc., strikes, etc. S. Relijious. a. Early churches — origin, denominations, pioneer preachers, camp meetings, great revivals, noted sermons, interdenominational debates. b. Auxiliary religious institutions— prayer meet- ings, Sunday schools, missionary societies (home and foreign), young people's societies (Epworth League, Y. P. S. C. E., Y. M. and Y. W. C. A.), young people's unions (King's Daughters, etc.)— their value. c» Affiliated church work— Sunday school associa- tions, unions, celebrations, etc.; church tem- perance unions, W. C. T. U., ministerial asso- ciations and their work. d. Consecutive history of individual churches or denominations. 4. Political. a. Political ideas of the people— whence obtained, i. e., were they from New England, Middle States, South, or in any important sense from abroad? b. Political development and organization of the county, township, towns and cities; names, why given. 0. Location and naming of county seat, its history, changes of location, if any, and results. Pub- lic buildings, their history, condition, remi- niscences concerning them. d. Local politics, parties, memorable campaigns, questions at issue, speakers, campaign meth- ods, party amenities. 5. Educational and Cultural. a. Earliest schools, houses and grounds; equip- ments, furniture, books, etc.; attendance, length of term, school officers, boards, com- mittees. a2. Educational ideas of the people — whence ob- tained, i. e., were they from New England, Middle States, South, or in any sense from abroad? b. Support of early schools — public, private; subscription— pay of teachers, "boarding around." NOV 23 1900 ^^^ e. Early teachers— whence they came, pcholarship, character, personal habits and characteristics, how chosen. d. Methods; "First day," classes of individual recitations; "loud school," stimuli to study- punishments, prizes, rivalries. Teaching of the various branches, results secured. e. Spelling schools, matches between neighboring schools— methods, motives, results. f. Literary and debating societies, of whom com- posed, topics discussed, influence in com- munity, value as discipline; examples. g. Holidays— treating, "lock outs," "last day." h. Amusements— games, indoors and out, at re- cesses, noontime. i. County seminaries, academies, colleges. j. Changes in school law, officers, buildings, grounds and equipment. Teachers— charac- ter, training, position in community. k. Libraries— township, school, town and city, laws concerning libraries. 1. Workingmen's institutes. m. Art collections and art associations. n. Literature produced: Books -poetry, history, fiction, biography; pamphlets and magazine articles of value. Sketches of educators and authors of merit, NoTK.— This outline is meant to be suggestive rather than ex- haustive. LIBRARY OF CONGRESS iiiii mil mil HI mil iiiii iiiii iiiii iiiii iiiii iiii iij ill ^...,_,....^.^^...^.^^.^ ^